Exam Questions 4th Canadian Edition Neuroscience Chapter.3 - Test Bank | Psychology Around Us 4e by Nancy Ogden. DOCX document preview.
NEUROSCIENCE
CHAPTER LEARNING OBJECTIVES
1. Understand the key methods that scientists use to learn about nervous system anatomy and functioning.
- Neuroscientists examine autopsy tissue and patients with localized brain damage to learn about brain anatomy and brain function.
- EEGs and neuroimaging, such as PET scans and fMRI, allow scientists to study brain function in the living brain.
2. Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
- The two major divisions of the nervous system are the central nervous system, which consists of the brain and spinal cord, and the peripheral nervous system, which consists of nerves that extend throughout the body outside the central nervous system.
- The peripheral nervous system has two divisions: the somatic nervous system, which sends information about the senses and movement, and the autonomic nervous system, which controls involuntary functions and responses to stress.
- The autonomic nervous system is divided into the sympathetic “fight-or-flight” nervous system, which responds to stress by activating the autonomic system.
- The parasympathetic “rest and digest” nervous system is responsible for returning the autonomic system to baseline.
- The spinal cord provides the interface between the CNS and PNS, controlling basic reflexes and the passage of information about sensation and movement from the brain to the body and back again.
3. List key structures of the brain and describe their relationships to our behaviour.
- The brain can be subdivided into many regions, each of which serves one or more specialized functions.
- The brainstem participates in movement and sensation of the head and neck as well as in basic bodily functions, such as respiration and heart rate.
- The midbrain includes the substantia nigra, an area important for movement.
- The hypothalamus controls basic drives (food, drink, sex) and hormones, while the thalamus serves as a relay station for sensory information on its way to the cerebral cortex.
- Many brain regions participate in different types of learning—the hippocampus is important for spatial navigation learning and learning about life’s events; the amygdala is important for fear learning; the cerebellum and striatum are important for motor learning; and the nucleus accumbens is important for reward learning.
- A large part of the brain consists of the cerebral cortex. The cerebral cortex can be subdivided into frontal, parietal, temporal, and occipital lobes. The cortex controls movement, integrates sensory information, and serves numerous cognitive functions.
4. Describe the two major types of cells in the nervous system and describe the primary functions of each.
- The two major types of brain cells are neurons and glia.
- Neurons communicate with other cells by producing and sending electrochemical signals.
- Glia are involved in various functions, such as forming the blood–brain barrier, producing myelin, and clearing the brain of debris.
5. Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
• Action potentials are generated within a neuron by the flow of ions, specifically sodium and potassium, across the cell membrane. The generation of action potentials within a neuron facilitate communication between neurons, which occurs at the synapse via chemical signals called neurotransmitters.
- Neurotransmitters are released by the presynaptic neuron, diffuse across the synapse, and bind to receptors on the postsynaptic site.
- Action potentials travel faster down myelinated than unmyelinated axons.
6. Explore the neuroscience findings regarding brain injury and the evidence for brain lateralization.
• Brain injury can be categorized as traumatic or acquired.
• Research shows that the two hemispheres are more similar than different and that any differences are usually relative.
• Acquired brain injury is typically categorized into damage by infection or toxins, degenerative diseases, tumours, and strokes.
7. Describe the basic theory of evolution and explain how it has influenced our understanding of the human nervous system and the evolution of the human brain.
- All life on Earth is interrelated and derives from one common ancestor through a process known as evolution.
- An organism’s ability to survive and reproduce (thereby transferring their traits to their offspring) is referred to as the individual’s fitness.
- The brains of modern-day humans are much larger than any other animal species or of Hominid species that have gone extinct.
TRUE-FALSE STATEMENTS
1. Autopsies are NOT the ideal way to learn about the brain because it is NOT evident how the brain worked when the person was alive.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Understand the key methods that scientists use to learn about nervous system anatomy and functioning.
Section Reference: How Do Scientists Study the Nervous System?
2. The peripheral nervous system includes the somatic and autonomic subdivisions.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
3. Efferent neurons carry signals from the CNS to the PNS.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
4. Stem cells from a person’s skin can be used to regenerate injured nerve fibres.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
5. People often recover from damage to the medulla.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
6. Dopamine is associated with difficulties with motor coordination.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
7. Hormones are important for growth and reproduction.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
8. Damage to the striatum may result in uncontrollable shaking.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
9. The neocortex is responsible for the most complex behaviours in humans.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
10. The parietal cortex is located at the top middle of the brain.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
11. Broca’s area is critical for speech production.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
12. The peripheral nervous system includes the brain and spinal cord.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Does the Nervous System Work?
13. There are a greater number of neurons than glial cells in the human nervous system.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Does the Nervous System Work?
14. All neurons are capable of communicating with other cells using electrical or chemical signals.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
15. Immediately following an action potential, a neuron is ready to fire again.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
16. Left-handed individuals are more likely to have their language areas located on the right side of their brains than are right-handed individuals.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Explore the neuroscience findings regarding brain injury and the evidence for brain lateralization.
Section Reference: CNS Injury and Brain Lateralization
17. Unless damaged, the blood-brain barrier never allows infection to occur in the CNS.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Explore the neuroscience findings regarding brain injury and the evidence for brain lateralization.
Section Reference: CNS Injury and Brain Lateralization
18. Although split brain patients show deficits in processing in laboratory experiments, they appear to have few problems in the real world.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Explore the neuroscience findings regarding brain injury and the evidence for brain lateralization.
Section Reference: CNS Injury and Brain Lateralization
19. Approximately 80% of the human brain consists of cortex.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe the basic theory of evolution and explain how it has influenced our understanding of the human nervous system and the evolution of the human brain.
Section Reference: Evolution and the Nervous System
20. Canadian and American statistics suggest that males are more likely to kill children who are genetically related to them than those who are NOT.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe the basic theory of evolution and explain how it has influenced our understanding of the human nervous system and the evolution of the human brain.
Section Reference: Evolution and the Nervous System
MULTIPLE CHOICE QUESTIONS
21. What technological advance allows scientists to study brain activity in healthy, awake humans?
a) neuroimaging
b) lesioning
c) autopsy
d) psychoanalysis
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Understand the key methods that scientists use to learn about nervous system anatomy and functioning.
Section Reference: How Do Scientists Study the Nervous System?
22. Dr. Fargas is interested in investigating the memory processes in a healthy, intact, normal human brain. Given what you know about techniques for studying the brain, what technique would you recommend?
a) transcranial magnetic stimulation
b) neuroimaging
c) lesioning studies
d) talk to a neuropsychologist about brain function
Difficulty: Medium
Bloomcode: Application
Learning Objective: Understand the key methods that scientists use to learn about nervous system anatomy and functioning.
Section Reference: How Do Scientists Study the Nervous System?
23. Jack’s uncle had Alzheimer’s disease and when he died, he left his brain to medical science Which of the following techniques would be used to study Jack’s uncle’s brain?
a) neuroimaging
b) transcrancial magnetic stimulation
c) evoked related potentials
d) autopsy
Difficulty: Medium
Bloomcode: Application
Learning Objective: Understand the key methods that scientists use to learn about nervous system anatomy and functioning.
Section Reference: How Do Scientists Study the Nervous System?
24. What is the primary drawback to using autopsy data to study the brain?
a) this data is usually associated with violent death and the tissue is often too damaged to assess
b) we cannot know how the brain area worked when the person was alive
c) cannot differentiate genetic from environmental effects
d) more expensive and time consuming than neuroimaging
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Understand the key methods that scientists use to learn about nervous system anatomy and functioning.
Section Reference: How Do Scientists Study the Nervous System?
25. A disadvantage to the _______ approach is that it fails to identify where brain activity is occurring when that activity is deep in the brain.
a) neurophysiological
b) neuroimaging
c) event related potential
d) transcranial stimulation
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Understand the key methods that scientists use to learn about nervous system anatomy and functioning.
Section Reference: How Do Scientists Study the Nervous System?
26. An advantage of the _______ approach is that it allows us to make inferences about how loss of some particular function is related to localized brain damage.
a) neurophysiological
b) Electroencephalogram (EEG)
c) Event Related Potential (ERP)
d) Positron Emission Tomography (PET)
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Understand the key methods that scientists use to learn about nervous system anatomy and functioning.
Section Reference: How Do Scientists Study the Nervous System?
27. Dr. Kensington is a neuropsychologist conducting a case study with a patient who lost the ability to speak after a stroke. What will he be able to learn by studying this patient’s brain?
a) what caused the patient’s stroke
b) how to prevent another stroke
c) what brain areas are involved in the speech function the patient lost
d) how long the patient is likely to live
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Understand the key methods that scientists use to learn about nervous system anatomy and functioning.
Section Reference: How Do Scientists Study the Nervous System
28. Which of the following methods for studying the brain is correctly matched with a disadvantage to using that method?
a) autopsy – relies on inference
b) behavioural testing – cannot lesion and microscopically examines brains of live human participants
c) EEGs – surface recordings provide only limited data about brain activity
d) animal testing – no way to know how areas functioned when the organism was alive
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Understand the key methods that scientists use to learn about nervous system anatomy and functioning.
Section Reference: How Do Scientists Study the Nervous System
29. Jenny’s neurologist has recommended that she undergo an electrical recording to test for a possible seizure disorder. What will this test likely entail?
a) Electrodes will be placed on her scalp to detect brain activity and will record this activity on an EEG.
b) A radioactive form of glucose will be injected into her bloodstream and a scanner will record the amount of glucose in her brain activity.
c) Powerful electromagnets will produce a high-frequency magnetic field that will be passed through the brain.
d) Chemicals will be injected into specific areas of her brain to record the activity of various neurons.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Understand the key methods that scientists use to learn about nervous system anatomy and functioning.
Section Reference: How Do Scientists Study the Nervous System
30. Lesioning is to ___ as TMS is to ___.
a) humans; animals
b) animals; humans
c) humans; humans
d) animals; animals
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Understand the key methods that scientists use to learn about nervous system anatomy and functioning.
Section Reference: How Do Scientists Study the Nervous System?
31. Destruction is to ____________, as disruption is to ______________.
a) autopsy; lesioning
b) lesioning; autopsy
c) lesioning; TMS
d) TMS; EEG
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Understand the key methods that scientists use to learn about nervous system anatomy and functioning.
Section Reference: How Do Scientists Study the Nervous System?
32. Dr. Stabler is conducting research on the brain region in rats that is associated with being able to find the way through a maze. After training the rats to go through the maze, Dr. Stabler sticks an electrode into a specific area of the rat’s brain and runs enough electrical current through the electrode to destroy tissue in that area. He then puts the rat in the maze again to see how well he can navigate the maze. Which method is Dr. Stabler using to conduct his study?
a) TMS
b) EEG
c) autopsy
d) lesioning
Difficulty: Medium
Bloomcode: Application
Learning Objective: Understand the key methods that scientists use to learn about nervous system anatomy and functioning.
Section Reference: How Do Scientists Study the Nervous System?
33. Which of the following ways to study the brain is NOT a neuroimaging technique?
a) functional magnetic resonance imaging
b) transcranial magnetic stimulation
c) diffusion tensor imaging
d) positron emission tomography
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Understand the key methods that scientists use to learn about nervous system anatomy and functioning.
Section Reference: How Do Scientists Study the Nervous System?
34. Dr. Baku is investigating the function of the amygdala, and comparing activation when participants view emotionally charged photos versus serene scenery photos. Given the choices below, what is the best technique for Dr. Baku to use for this project?
a) diffusion tensor imaging
b) MRI
c) event-related potential
d) positron emission tomography
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Understand the key methods that scientists use to learn about nervous system anatomy and functioning.
Section Reference: How Do Scientists Study the Nervous System?
35. Which of the following brain study techniques is correctly matched with a disadvantage?
a) examining cases of brain damage – tells little about how brain systems work while in use
b) autopsy study – cannot be used to investigate the human brain
c) EEG – only provides a summary of activity over a large area of tissue
d) lesioning – may not reflect the activity of the intact brain
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Understand the key methods that scientists use to learn about nervous system anatomy and functioning.
Section Reference: How Do Scientists Study the Nervous System?
36. Which of the following brain study techniques is correctly matched with a description?
a) EEG – detects uptake of certain molecules in the brain
b) EEG – detects changes in blood flow in the brain
c) PET – detects uptake of certain molecules in the brain
d) fMRI – records brain’s electrical activity from the scalp
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Understand the key methods that scientists use to learn about nervous system anatomy and functioning.
Section Reference: How Do Scientists Study the Nervous System?
37. Which of the following techniques has the least penetration into the brain?
a) Functional Magnetic Resonance imaging (fMRI)
b) Electroencephalogram (EEG)
c) Positron Emission Tomography (PET)
d) Diffusion Tensor Imaging (DTI)
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Understand the key methods that scientists use to learn about nervous system anatomy and functioning.
Section Reference: How Do Scientists Study the Nervous System?
38. Dr. Gray is investigating the function of the amygdala and is deciding whether to use EEG or fMRI. What is the main advantage of using EEG over fMRI?
a) It allows Dr. Gray to pinpoint exactly when the amygdala is active.
b) It provides Dr. Gray with a better measure of activity in different areas of the brain.
c) It also allows Dr. Gray to image the pathways between important brain areas.
d) It gives Dr. Gray information about how damage to different areas of the brain affect behaviour.
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Understand the key methods that scientists use to learn about nervous system anatomy and functioning.
Section Reference: How Do Scientists Study the Nervous System?
39. Dr. Fernelli is investigating the function of the prefrontal cortex and is deciding whether to use EEG or fMRI. What is the main advantage of using fMRI over EEG?
a) It allows Dr. Fernelli to pinpoint exactly when the prefrontal cortex is active.
b) It provides Dr. Fernelli with a better measure of activity in different areas of the brain.
c) It also allows Dr. Fernelli to image the pathways between important brain areas.
d) It gives Dr. Fernelli information about how damage to different areas of the brain affect behaviour.
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Understand the key methods that scientists use to learn about nervous system anatomy and functioning.
Section Reference: How Do Scientists Study the Nervous System?
40. Magnetic Resonance Imaging (MRI)
a) measures the orientation and integrity of white matter in the brain.
b) produces a detailed, clear, two-dimensional image of the brain or other organs.
c) involves the injection of a harmless radioactive substance into a person’s bloodstream.
d) uses a strong magnetic field to create a three-dimensional image of the body or brain.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Understand the key methods that scientists use to learn about nervous system anatomy and functioning.
Section Reference: How Do Scientists Study the Nervous System?
41. Which of the following accurately identifies neuroimaging techniques that detect activity in the brain?
a) CT and MRI
b) PET and fMRI
c) fMRI and EEG
d) PET and TMS
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Understand the key methods that scientists use to learn about nervous system anatomy and functioning.
Section Reference: How Do Scientists Study the Nervous System?
42. What is the key difference between an MRI and a PET scan?
a) An MRI is a tool designed to identify active brain areas during routine activities; in contrast, a PET scan identifies brain abnormalities.
b) A PET scan is a tool designed to identify active brain areas during routine activities; in contrast, an MRI identifies brain abnormalities.
c) An MRI is a tool designed to assess the effect of strokes and tumors; in contrast, a PET scan traces abnormal brain waves.
d) A PET scan is a tool designed to assess the effect of strokes and tumors; in contrast, an MRI traces abnormal brain waves.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Understand the key methods that scientists use to learn about nervous system anatomy and functioning.
Section Reference: How Do Scientists Study the Nervous System?
43. What is the most obvious difference between fMRI and MRI?
a) fMRI is only used with children, MRI with children and adults.
b) fMRI detects grey matter damage; MRI detects white matter damage.
c) fMRI is used to study brain function; MRI is used to study brain structure.
d) fMRI is faster to administer and less costly than MRI.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Understand the key methods that scientists use to learn about nervous system anatomy and functioning.
Section Reference: How Do Scientists Study the Nervous System?
44. All the following are reasons to use a CT scan instead of an MRI EXCEPT which statement?
a) CT scans are better at detecting certain forms of cancer.
b) CT scans are better at detecting blood vessel abnormalities in the brain
c) CT scans are better at detecting soft tissue injuries
d) CT scans are faster to administer and less costly
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Understand the key methods that scientists use to learn about nervous system anatomy and functioning.
Section Reference: How Do Scientists Study the Nervous System?
45. Although fMRI and MRI use the same machine to generate images, they differ in one fundamental way. In what do they differ?
a) fMRI produces very clear images; MRI produces images that are much less detailed.
b) fMRI detects grey matter damage; MRI detects white matter damage.
c) fMRI is used to study brain function; MRI is used to study brain structure.
d) fMRI is faster to administer and less costly than MRI.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Understand the key methods that scientists use to learn about nervous system anatomy and functioning.
Section Reference: How Do Scientists Study the Nervous System?
46. Which of the following methods to study the brain relies on a magnetic field to produce anatomical pictures?
a) CT scan
b) TMS
c) MRI
d) PET
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Understand the key methods that scientists use to learn about nervous system anatomy and functioning.
Section Reference: How Do Scientists Study the Nervous System?
47. Dr. Edwin is contemplating the benefits of using a CT scan versus MRI. Which of the following would be a reason for Dr. Edwin to use MRI?
a) It produces better images.
b) It can be used with people who have any metal parts in their body (e.g., pacemakers).
c) It is faster to administer.
d) It is better at detecting brain diseases.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Understand the key methods that scientists use to learn about nervous system anatomy and functioning.
Section Reference: How Do Scientists Study the Nervous System?
48. Which of the following is NOT a disadvantage of the neurophysiology approach to studying the brain?
a) Researchers cannot make statements about cause and effect.
b) Patients with brain damage may have smaller abnormalities that are not detected using this approach.
c) The image produced is not as clear as MRI or CT scans.
d) It does not detect if damage has occurred to a pathway carrying information to and from the brain area.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Understand the key methods that scientists use to learn about nervous system anatomy and functioning.
Section Reference: How Do Scientists Study the Nervous System?
49. CT is to ___ as MRI is to ___.
a) X-ray; radioactivity
b) blood flow; X-ray
c) X-ray; magnetic field
d) magnetic field; X-ray
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Understand the key methods that scientists use to learn about nervous system anatomy and functioning.
Section Reference: How Do Scientists Study the Nervous System?
50. CT is to ___ as TMS is to ___.
a) X-ray; electromagnetic pulse
b) blood flow; X-ray
c) X-ray; magnetic field
d) magnetic field; X-ray
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Understand the key methods that scientists use to learn about nervous system anatomy and functioning.
Section Reference: How Do Scientists Study the Nervous System?
51. What is the main advantage over using MRI compared to using a CT scan?
a) MRI also gives information about brain function.
b) CT scan only produces two-dimensional images.
c) CT scan is slower to administer and is more costly.
d) MRI produces clearer images.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Understand the key methods that scientists use to learn about nervous system anatomy and functioning.
Section Reference: How Do Scientists Study the Nervous System?
52. What is the main advantage of using TMS versus more traditional animal studies?
a) Lesioning animals is considered unethical.
b) Microscopic studies of specific brain areas cannot be accomplished in animals, only in humans.
c) TMS is more cost effective than animal studies for both humans and animals.
d) The creation of “temporary lesions” in humans makes TMS a superior approach.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Understand the key methods that scientists use to learn about nervous system anatomy and functioning.
Section Reference: How Do Scientists Study the Nervous System?
53. Transcranial magnetic stimulation (TMS)
a) disrupts localized brain activity in a conscious person.
b) measures the orientation and integrity of white matter.
c) assesses brain activity through radioactive blood flow.
d) creates two-dimensional X-ray images of the brain.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Understand the key methods that scientists use to learn about nervous system anatomy and functioning.
Section Reference: How Do Scientists Study the Nervous System?
54. Which of the following methods to study the brain relies on two-dimensional X-ray images to produce anatomical pictures and what is one advantage of using it?
a) CT scan; preferred method for identifying certain forms of cancer
b) TMS; creates a “temporary lesion” in a conscious person
c) MRI; produces a clear three-dimensional image
d) PET; identifies active brain areas
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Understand the key methods that scientists use to learn about nervous system anatomy and functioning.
Section Reference: How Do Scientists Study the Nervous System?
55. Dr. Alfine wants to know about the activity of the brain when someone is meditating and compare that to the activity in their brain when they are hypnotized. What would be the best technique for Dr. Alfine to use for this project?
a) diffusion tensor imaging
b) magnetic resonance imaging
c) electroencephalogram
d) positron emission tomography
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Understand the key methods that scientists use to learn about nervous system anatomy and functioning.
Section Reference: How Do Scientists Study the Nervous System?
56. Dr. Baker is studying the activity in the brain of a participant when they are in REM sleep and comparing that to the activity in the brain when they are fully alert. Given this goal, what is the best technique for Dr. Baker to use?
a) diffusion tensor imaging
b) magnetic resonance imaging
c) electroencephalogram
d) positron emission tomography
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Understand the key methods that scientists use to learn about nervous system anatomy and functioning.
Section Reference: How Do Scientists Study the Nervous System?
57. CT is to PET as ___ is to ___.
a) function; structure
b) structure; function
c) structure; structure
d) function; function
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Understand the key methods that scientists use to learn about nervous system anatomy and functioning.
Section Reference: How Do Scientists Study the Nervous System?
58. DTI is to TMS as ___ is to ___.
a) integrity; disruption
b) function; integrity
c) function; structure
d) disruption; function
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Understand the key methods that scientists use to learn about nervous system anatomy and functioning.
Section Reference: How Do Scientists Study the Nervous System?
59. From a researcher’s point of view, the biggest drawback of using PET scans is ___, but from a participant’s point of view, the biggest disadvantage of having a PET scan is that ___.
a) it does not provide information about brain function; it costs a lot
b) it does not provide information about brain structure; the results are not available for a few weeks
c) it only provides information about white matter; it is an extremely painful procedure
d) it takes a while to detect changes in brain activity; it requires injection of a harmless radioactive substance
Difficulty: Medium
Bloomcode: Application
Learning Objective: Understand the key methods that scientists use to learn about nervous system anatomy and functioning.
Section Reference: How Do Scientists Study the Nervous System?
60. What is an advantage of using fMRI over PET scans to study brain function?
a) fMRI detects changes in brain function much faster than PET.
b) fMRI identifies which areas of the brain are active, PET only identifies when these areas are active.
c) fMRI can be used with people who have pacemakers or other metal in their bodies, while PET cannot.
d) the results are available much faster with fMRI compared to PET.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Understand the key methods that scientists use to learn about nervous system anatomy and functioning.
Section Reference: How Do Scientists Study the Nervous System?
61. What is the biggest disadvantage of using PET scans to study brain function?
a) It does not detect changes in brain function very quickly.
b) It cannot identify which areas of the brain are active.
c) It cannot be used with people who have pacemakers or other metal in their bodies.
d) It is extremely costly compared to fMRI.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Understand the key methods that scientists use to learn about nervous system anatomy and functioning.
Section Reference: How Do Scientists Study the Nervous System?
62. Dr. Grella wants to study what happens to short-term memory capacity in humans if the prefrontal cortex is destroyed. Obviously, destroying the prefrontal cortex of participants is out of the question. What is the next best thing that Dr. Grella could do to investigate this problem?
a) ERP
b) TMS
c) MRI
d) Examine the autopsy tissue of people who lived with short-term memory capacity deficits.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Understand the key methods that scientists use to learn about nervous system anatomy and functioning.
Section Reference: How Do Scientists Study the Nervous System?
63. Doctors suspect that Jeremy has sustained a concussion. Which of the following would provide the most accurate information about this?
a) DTI
b) CT scan
c) MRI
d) EEG
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Understand the key methods that scientists use to learn about nervous system anatomy and functioning.
Section Reference: How Do Scientists Study the Nervous System?
64. Doctors suspect that Avery may have brain damage immediately following a horrific car accident. They need to image her brain to find out. They are concerned however that metal from the accident may be in Avery’s body. Under these circumstances what would be the best option for assessing Avery?
a) DTI
b) CT scan
c) MRI
d) EEG
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Understand the key methods that scientists use to learn about nervous system anatomy and functioning.
Section Reference: How Do Scientists Study the Nervous System?
65. Dr. Emerson is contemplating the benefits of using DTI versus MRI for detecting mild traumatic brain injury. What would be a reason for Dr. Emerson to use DTI?
a) It can be used with people who have metal parts in their body (e.g., pacemakers).
b) Diagnosis with MRI scans alone can be difficult because the damage is often to white matter.
c) It is much less costly to use, and the results are available much faster.
d) It produces better images.
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Understand the key methods that scientists use to learn about nervous system anatomy and functioning.
Section Reference: How Do Scientists Study the Nervous System?
66. Dr. McGinn, a medical intern, is treating a young girl who fell off her bike and hit her head. After looking at the CT scan, he tells the parents that the brain appears to be normal. Which of the following advice would you give the child’s parents?
a) They should request their daughter be given a PET scan, as it will show if there is a decrease in activity in any damaged area.
b) They should request their daughter undergo diffusion tensor imaging (DTI) as it can assess white matter and detect minor brain injury.
c) They should request their daughter undergo TMS to be sure the activity in her brain is normal.
d) Dr. McGinn is correct – the CT scan is accurate at detecting even mild brain injury.
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Understand the key methods that scientists use to learn about nervous system anatomy and functioning.
Section Reference: How Do Scientists Study the Nervous System?
67. Which of the following ways to study the brain is NOT a neuroimaging technique?
a) computed axial tomography scan
b) transcranial magnetic stimulation
c) diffusion tensor imaging
d) positron emission tomography
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Understand the key methods that scientists use to learn about nervous system anatomy and functioning.
Section Reference: How Do Scientists Study the Nervous System?
68. Which of the following methods to study the brain is best suited to measure the orientation and integrity of white matter?
a) positron emission tomography
b) fMRI
c) ERP
d) diffusion tensor imaging
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Understand the key methods that scientists use to learn about nervous system anatomy and functioning.
Section Reference: How Do Scientists Study the Nervous System?
69. Dr. Chalmers is learning about the brain by studying a patient of his who has suffered damage to the hippocampus. What is a drawback of using this technique to learn about brain function?
a) The location of brain activity cannot be pinpointed precisely.
b) It only tells us when a brain area is needed, not what the brain area does.
c) It is impossible to establish cause and effect.
d) It requires that the patients consume a radioactive substance.
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Do Scientists Study the Nervous System?
70. Which of the following is a problem with learning about brain function from people with damage to specific areas?
a) Patients with brain damage have different concentrations of oxygenated hemoglobin that is not easy to measure with today’s technologies.
b) Reorganization of the brain after damage may further distinguish the damaged brain from the intact brain.
c) Causal conclusions can only be established in cases where the area of brain destroyed is localized and not distributed throughout the brain.
d) It is only possible to use this technique if the damage occurred prenatally.
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Understand the key methods that scientists use to learn about nervous system anatomy and functioning.
Section Reference: How Do Scientists Study the Nervous System?
71. Which of the following is NOT a problem with learning about brain function from people with damage to specific areas?
a) It does not allow causal conclusions about what brain areas cause specific behaviours.
b) Patients with brain damage may have undetectable damage as well that cause behavioural changes.
c) Reorganization in the brain after damage may further distinguish the damaged brain from the intact brain.
d) Patients with brain damage have different concentrations of oxygenated hemoglobin that is not easy to measure with today’s technologies.
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Understand the key methods that scientists use to learn about nervous system anatomy and functioning.
Section Reference: How Do Scientists Study the Nervous System?
72. Which of the following is NOT a symptom of chronic traumatic encephalopathy (CTE)?
a) uncontrollable appetite
b) personality changes
c) mood swings
d) memory loss
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Understand the key methods that scientists use to learn about nervous system anatomy and functioning.
Section Reference: How Do Scientists Study the Nervous System?
73. What is the only way to definitively diagnose chronic traumatic encephalopathy (CTE)?
a) post-mortem
b) DTI
c) MRI
d) PET
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Understand the key methods that scientists use to learn about nervous system anatomy and functioning.
Section Reference: How Do Scientists Study the Nervous System?
74. Jerome played NFL football for 20 years as an offensive lineman. In his late forties he began to have difficulty controlling his moods and was becoming forgetful. Given his history in football what brain disorder is Jerome most likely to have?
a) Multiple Sclerosis
b) Parkinson’s Disease
c) Alzheimer’s Disease
d) Chronic traumatic encephalopathy
Difficulty: Medium
Bloomcode: Application
Learning Objective: Understand the key methods that scientists use to learn about nervous system anatomy and functioning.
Section Reference: How Do Scientists Study the Nervous System?
75. Each of the following are real-life advantages for using animal studies to study the brain except for one. Which one of the following is NOT a real-life advantage for using animal studies?
a) Researchers can investigate complex functions at all levels of the brain.
b) Researchers can microscopically examine specific brain regions.
c) Researchers can use animal models that have been developed for most human disorders and illnesses.
d) Researchers can electrically record from specific brain areas or neurons.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Understand the key methods that scientists use to learn about nervous system anatomy and functioning.
Section Reference: How Do Scientists Study the Nervous System?
76. The peripheral nervous system consists of two subsystems. They are called the
a) afferent and efferent nervous systems.
b) brain and spinal cord.
c) parasympathetic and sympathetic nervous systems.
d) autonomic and somatic nervous systems.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
77. What are the two divisions of the peripheral nervous system?
a) brain and spinal cord
b) somatic and autonomic
c) sympathetic and parasympathetic
d) afferent and efferent
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
78. At the broadest level, the nervous system is divided into the ___ and the ___ nervous systems.
a) primary; secondary
b) somatic; autonomic
c) sympathetic; parasympathetic
d) central; peripheral
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
79. Eneko imagines the complementary operations of the sympathetic and parasympathetic nervous systems to be something like
a) two children on a teeter-totter.
b) a two-way street.
c) an exchange of text messages.
d) a pinball game.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
80. Which nervous system consists of all the nerves that connect to sensory receptors and skeletal muscles?
a) somatic
b) central
c) peripheral
d) autonomic
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
81. How does the central and peripheral nervous systems relay information between neurons?
a) Via neither chemical nor electrical processes
b) Via both electrical and chemical processes
c) Via chemical processes
d) Via electrical processes
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
82. All the nerves outside the brain and spinal cord are part of the ___ nervous system.
a) peripheral
b) central
c) autonomic
d) somatic
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
83. What is the difference between the somatic and autonomic nervous systems?
a) The somatic nervous system is for voluntary responses, the autonomic for involuntary.
b) The somatic nervous system contains afferent fibres, the autonomic contains efferent fibres.
c) The Somatic Nervous System arouses the body, the autonomic calms the body.
d) The somatic nervous system sends information to the central nervous system, the autonomic sends information away from the central nervous system.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
84. What part of the nervous system controls voluntary muscles?
a) sympathetic nervous system
b) autonomic nervous system
c) parasympathetic nervous system
d) somatic nervous system
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
85. The somatic nervous system controls
a) the fight-or-flight response.
b) higher cognitive functions.
c) automatic bodily functions.
d) voluntary muscles.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
86. Soo-mi is taking a penalty kick for her soccer team. What part of her nervous system would allow her to do this?
a) parasympathetic
b) somatic
c) autonomic
d) sympathetic
Difficulty: Medium
Bloomcode: Application
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
87. After Isabella feels the sting of a mosquito bite on her neck, she instinctively slaps her neck which adds to the pain. In this example, the mosquito bite activates Isabella’s _________ nervous system and the slap activates her ___________ nervous system.
a) autonomic; sympathetic
b) sympathetic; parasympathetic
c) somatic; autonomic
d) somatic; somatic
Difficulty: Medium
Bloomcode: Application
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
88. What are the two divisions of the autonomic nervous system?
a) brain and spinal cord
b) central and peripheral
c) sympathetic and parasympathetic
d) afferent and efferent
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
89. The part of the nervous system that operates in part without the help of the central nervous system is called the
a) somatic.
b) autonomic.
c) peripheral.
d) sensory.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
90. What is the difference between the central nervous system and the peripheral nervous system?
a) The central nervous system would be like the hub of the nervous system, whereas the peripheral nervous system would be like the spokes of the nervous system.
b) The peripheral nervous system would be like the hub of the nervous system, whereas the central nervous system would be like the spokes of the nervous system.
c) The central and peripheral nervous systems are the same, but they are given different names for use in differing contexts.
d) The peripheral nervous system would be like the driver of a car, and the central nervous system would be the car itself.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
91. Jayden has suffered a spinal cord injury that has left him paralyzed below the waist. Jayden has suffered an injury to his _______________ nervous system.
a) autonomic
b) sympathetic
c) peripheral
d) central
Difficulty: Medium
Bloomcode: Application
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
92. What is the difference between the sympathetic and parasympathetic nervous systems?
a) The sympathetic nervous system is for voluntary responses, the parasympathetic for involuntary.
b) The sympathetic nervous system contains afferent fibres, the parasympathetic contains efferent fibres.
c) The sympathetic nervous system arouses the body, the parasympathetic calms the body.
d) The sympathetic nervous system sends information to the central nervous system, the parasympathetic sends information away from the central nervous system.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
93. Excitation is to rest as ___ is to ___.
a) autonomic; somatic
b) somatic; autonomic
c) sympathetic; parasympathetic
d) parasympathetic; sympathetic
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
94. Rest and digest is to the _______________ nervous system, as fight-or-flight is to the _______________ nervous system.
a) somatic; autonomic
b) autonomic; somatic
c) sympathetic; parasympathetic
d) parasympathetic; sympathetic
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
95. Which of the following is NOT accurate about the peripheral nervous system (PNS)?
a) The somatic nervous system is part of the PNS.
b) The autonomic nervous system is part of the PNS.
c) The main function of the PNS is to carry messages to and from the central nervous system.
d) Simple reflexes in the PNS do not require the CNS.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
96. What part of the nervous system would be activated to arouse the body when faced with a threat?
a) parasympathetic nervous system
b) sympathetic nervous system
c) somatic nervous system
d) central nervous system
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
97. When are humans LEAST likely to become sexually aroused?
a) During sympathetic dominance from the autonomic nervous system
b) During parasympathetic dominance from the autonomic nervous system
c) During sympathetic dominance from the peripheral nervous system
d) During parasympathetic dominance from the peripheral nervous system
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
98. The fight-or-flight response is controlled by the ________________ nervous system.
a) peripheral
b) sympathetic
c) parasympathetic
d) somatic
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
99. What part of the nervous system would be activated to calm the body down after it was faced with a threat, but the threat is no longer present?
a) parasympathetic nervous system
b) sympathetic nervous system
c) somatic nervous system
d) central nervous system
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
100. The ___________ nervous system prepares the body to "fight or flee" in response to a stressor, while the _______ nervous system returns the body to its normal function afterwards.
a) Sympathetic; parasympathetic
b) Peripheral; parasympathetic
c) Somatic; sympathetic
d) Autonomic; parasympathetic
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
101. Camille is paying attention to a somewhat boring classroom lecture. Which nervous system is likely involved?
a) somatic
b) parasympathetic
c) sympathetic
d) peripheral
Difficulty: Medium
Bloomcode: Application
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
102. The sympathetic nervous system mobilizes the body in response to stressful situations, preparing the body for "fight or flight". It likely provided an evolutionary advantage in the beginning of human evolution but can produce problems for humans in modern societies. Evaluate the following statements and judge which one best explains the early advantages and modern problems produced by the actions of the sympathetic nervous system.
a) The sympathetic nervous system's "fight or flight" response worked well for small groups, but it breaks down when people live in larger social units.
b) The sympathetic nervous system's "fight or flight" response worked well for primitive humans who had lower levels of nutrition, but it is overly active now that most people are always well-fed.
c) Because the sympathetic nervous system helped early humans deal with dangerous situations, it increased their chances of survival. It can now cause health problems in situations when people often face situations where "fight or flight" responses are not appropriate, such as airport delays or traffic jams.
d) Because the sympathetic nervous system made humans more capable of caring for group members, it increased survival rates among early human populations. Now that people live in larger social organizations, it increases stress when people are not able to care for others.
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
103. Performer A once commented that he was always extremely nervous before a performance, but as soon as he started his activity, he became calm and was able to perform well. Performer B was also nervous before performances, but he remained nervous during performances and retired from performing in public within a year. Evaluate these statements and decide which one best describes the differences between A and B.
a) For both performers A and B, the parasympathetic nervous system was dominant before performances. For performer A, the sympathetic nervous system became dominant while for B, the parasympathetic nervous system retained dominance.
b) For both performers A and B, the parasympathetic nervous system was dominant before performances. For performer A, the parasympathetic nervous system retained dominance while for B, the parasympathetic nervous system became dominant.
c) For both performers A and B, the sympathetic nervous system was dominant before performances. For performer B, the parasympathetic nervous system became dominant while for A, the sympathetic nervous system became dominant.
d) For both performers A and B, the sympathetic nervous system was dominant before performances. For performer A, the parasympathetic nervous system became dominant while for B, the sympathetic nervous system retained dominance.
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
104. Which of the following situations is most likely to involve the action of the parasympathetic nervous system?
a) Brooke’s finger accidentally grazes the hot iron; she immediately jerks her hand away.
b) After a satisfying evening meal, Callum relaxes in front of the television.
c) Walking toward her car is a deserted parking garage one night, Danica is surprised by a strange man appearing from nowhere.
d) Emmeline feels queasy as she approaches the front of the class to give a speech; suddenly, her throat goes dry.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
105. Which of the following situations is most likely to involve the action of the sympathetic nervous system?
a) Maelie’s finger accidentally jabs a thorn on the rosebush; she immediately jerks her hand away.
b) After a satisfying evening meal, Braden relaxes in front of the television.
c) Walking toward her car is a deserted parking garage one night, Dora is surprised by a strange man appearing from nowhere.
d) Collette drops to the ground to recover after breaking the school record for the 100-yard dash.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
106. Izzy’s pupils are dilated, and her heart is pounding; her breathing is shallow and rapid. Her ___ nervous system is active.
a) somatic
b) parasympathetic
c) autosympathetic
d) sympathetic
Difficulty: Medium
Bloomcode: Application
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
107. Driving home one night, Lawrence hits a patch of ice, and his car begins to spin out of control. Which nervous system is likely to be activated?
a) somatic
b) autonomic
c) parasympathetic
d) sympathetic
Difficulty: Medium
Bloomcode: Application
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
108. Nathan’s roommate just startled him by jumping out from behind a chair and yelling ‘boo’. As soon as Nathan realized that this was just a prank, what part of his nervous system would help him calm down?
a) the sympathetic nervous system
b) the parasympathetic nervous system
c) somatic nervous system
d) central nervous system
Difficulty: Medium
Bloomcode: Application
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
109. Valdez is preparing to give a toast at his brother’s wedding in front of 400 people and is very anxious; he hates public speaking. Valdez keeps telling himself that it is no big deal, these are all friends and family. Nevertheless, he feels his heart pounding, his mouth is dry, and he feels sick to his stomach. What part of his nervous system is responsible for the reaction Valdez is having?
a) parasympathetic
b) sympathetic
c) somatic
d) central
Difficulty: Medium
Bloomcode: Application
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
110. Valdez just made a toast at his brother’s wedding in front of 400 people and has now returned to his seat. The next toast is taking place, and although Valdez looks like he is paying attention, he is, in fact, calming down from the incredible stress he just went through, and the words of the next speech float right over him. Instead, he feels his heart rate return to normal, the saliva returns to his mouth, and his stomach feels much better. What part of his nervous system is responsible for the reaction he is having after the speech?
a) parasympathetic
b) sympathetic
c) somatic
d) central
Difficulty: Medium
Bloomcode: Application
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
111. Janelle is experiencing an increased heart rate, increased respiration, and her pupils are dilated. Her blood pressure is also rising, and blood is being sent to her brain and muscles. What part of her nervous system is responsible for this reaction?
a) parasympathetic
b) sympathetic
c) somatic
d) central
Difficulty: Medium
Bloomcode: Application
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
112. The CNS operates in concert with the ___ nervous system.
a) somatic
b) autonomic
c) sympathetic
d) parasympathetic
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
113. Which of the following best demonstrates the difference between the autonomic nervous system and the somatic nervous system?
a) Frankie breathes although unaware of it; Blake is bothered by the snag of a hang nail.
b) Asher walks through the woods; Emerson dials the phone.
c) Mia blinks rapidly to dislodge a piece of sand; Callie’s stomach rumbles as it breaks down breakfast.
d) Cordelia’s eyes dilate in the sun; Milo’s eyes dilate when his partner touches him.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
114. What part of the nervous system includes the spinal cord?
a) peripheral
b) central
c) autonomic
d) somatic
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
115. The brain and the spinal cord constitute the ___ nervous system.
a) central
b) peripheral
c) primary
d) autonomic
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
116. Neurons that carry signals from the peripheral nervous system to the central nervous system are called ___.
a) afferent neurons
b) efferent neurons
c) interneurons
d) sensory neurons
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
117. Neurons that carry signals from the central nervous system to the peripheral nervous system are called ___.
a) afferent neurons
b) efferent neurons
c) interneurons
d) sensory neurons
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
118. Ikram has a problem with his afferent neurons. How would this affect his behaviour?
a) He would not be able to feel pain.
b) He would not be able to focus his attention.
c) He would not be able to move.
d) He would not be able to hear.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
119. Paavo has a problem with her efferent neurons. How would this affect her behaviour?
a) She would not be able to feel pain.
b) She would not be able to remember any new information.
c) She would not be able to move.
d) She would not be able to smell.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
120. Gilda has just stepped on a thumbtack. Which type of neuron will carry the message of pain from her foot to her brain?
a) interneurons
b) sensory neurons
c) afferent neurons
d) efferent neurons
Difficulty: Medium
Bloomcode: Application
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
121. Jesse has just touched the hot stove. ___________neurons will carry the message of pain to Jesse’s brain, and ________neurons will signal him to move his hand off the stove.
a) afferent; efferent
b) efferent; afferent
c) central; peripheral
d) peripheral; central
Difficulty: Medium
Bloomcode: Application
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
122. Which of the following statements about signals travelling to the brain is TRUE?
a) A signal produced by an afferent neuron is sent to one or more interneurons before reaching the brain.
b) Information from the peripheral nervous system reaches the central nervous system via efferent neurons.
c) Interneurons are only found in the spinal cord.
d) Afferent fibres convey signal information much faster than efferent fibres.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
123. Which type of cell allows a sensory and motor neuron to communicate with one another?
a) axon
b) stem cell
c) interneuron
d) neuronal
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
124. Which of the following initiates reflexes?
a) the brain
b) the spinal cord
c) the central nervous system
d) the autonomic nervous system
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
125. Within the reflex circuit, it is the ___ that allows the spinal cord to control certain reflexes without the brain’s help.
a) motor neuron
b) sensory neuron
c) interneuron
d) autoneuron
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
126. Hortensia's infant boy automatically grasps a finger placed in his palm. The baby's reflex response is immediate and automatic because
a) stem cells are directing his actions.
b) infant reflexes are most sensitive during the first year of life.
c) the spinal cord initiated the action in response to stimulus.
d) the baby acquired this response through experience.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
127. Sarah touches a hot pan and immediately removes her hand from the handle. What is the evolutionary purpose of this response?
a) It is a reflex circuit that allows immediate action against potential danger, increasing chances for survival.
b) It is a brain enhancement tool that ensures humans’ continued survival.
c) It is a cognitive mechanism that allows humans to outrun their enemies.
d) It is a neural impulse that overrides the evolutionary tendency to make poor decisions.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
128. Jackson is camping with his buddies. He has left his branch over the fire too long while toasting marshmallows. The marshmallows are burnt to a crisp, and the heat has moved up the branch to his fingers. With your understanding of spinal reflexes, what is likely to happen next?
a) Jackson will drop the branch.
b) Jackson will feel the singe of the branch.
c) Jackson’s sensory neurons will signal heat to the brain.
d) Jackson’s thalamus will interpret the signal as pain.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
129. Which of the following most accurately compares or contrasts a reflex and a reflex circuit?
a) A reflex and a reflex circuit are the same process.
b) A reflex is the automatic action, whereas the reflex circuit is the spinal cord’s reaction.
c) A reflex is innate, whereas a reflex circuit is automatic.
d) A reflex is a physical reaction, whereas a reflex circuit is a chemical reaction.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
130. When the doctor hit Ethan’s knee with the hammer, Ethan’s leg immediately kicked; the doctor told him that was a natural reflex arc. Liz frequently teases Adrian by unexpectedly tossing random objects at him, which he always catches. Adrian says he has great reflexes. What is the difference Adrian’s reaction and Ethan’s reaction?
a) These reactions are basically the same simple reflex circuit of automatically responding to a stimulus.
b) Ethan’s reaction is innate, while Adrian’s is an acquired skill.
c) Ethan’s reaction is governed by the central nervous system, while Adrian’s is controlled by the peripheral nervous system.
d) Neither reaction is truly a reflex as both lack biological relevance
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
131. Regarding the spinal cord’s control of behaviour, which of the following is true?
a) The spinal cord cannot control any behaviours without the help of the brain.
b) The spinal cord is not involved in reflexes.
c) The spinal cord can control some simple reflexes without the brain’s help.
d) The spinal cord can sometimes control relatively complex behaviour without the brain’s help.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
132. What is the adaptive advantage of having a spinal cord reflex?
a) You can multitask.
b) You can respond faster to painful stimuli.
c) Your senses become heightened in the spinal cord.
d) These reflexes are still functional even when the spinal cord is severed.
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
133. What do you expect would be one thing that would happen to someone who was born without a spinal cord reflex?
a) They would be incapable of voluntary movements.
b) Their central nervous system would not be able to communicate with their peripheral nervous system.
c) They would be unable to feel extreme changes in temperature.
d) They would require longer exposure to a painful stimulus before reacting to it.
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
134. Which of the following is accurate regarding the difference between reflexive and voluntary movement?
a) Reflexive movement is controlled by the central nervous system; voluntary movement is controlled by the peripheral nervous system.
b) Reflexive movement does not involve synapses, whereas voluntary movement does.
c) Reflexive movement originates from the brain; voluntary movement originates in the spinal cord.
d) Reflexive movement crosses fewer synapses than voluntary movement which allows the messages to travel faster.
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
135. Gabriella was sitting around the campfire with her friends from her hockey team when suddenly a large log began sparking and cracking. A spark landed on Gabriella’s bare leg, and she jumped out of her chair before she even felt the pain. Everyone around the fire was impressed by the incredible quickness of her reaction. Is Gabriella’s reaction unusual?
a) No, she is obviously very athletic with superior jumping abilities.
b) Yes, she is obviously extra sensitive to sensory stimulation compared to other people.
c) Yes, she should have felt the pain before she jumped up, not after.
d) No, this reaction was taken care of by her spinal cord before her brain registered pain.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
136. Imagine a large city in which a downtown business district is linked to outlying suburbs by a system of subway trains. The spinal cord’s sensory neurons may be likened to the system’s ___ trains; the spinal cord’s motor neurons are analogous to the ___ trains.
a) local; express
b) outbound; inbound
c) express; local
d) inbound; outbound
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
137. Tragically, Grace is unable to move or feel anything below her waist due to a neurological injury. Where did this injury likely take place?
a) She probably broke her neck.
b) She likely injured her motor cortex.
c) She probably injured her spinal cord right at the waist.
d) She likely has damage to her somatosensory cortex.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
138. Claire recently fell off her horse and broke her neck. Which of the following would most likely be true?
a) Claire would lose sensation everywhere but the head and neck.
b) Claire would lose sensation below the waist.
c) Claire’s injury would likely be fatal.
d) Unless Claire’s spinal cord was also damaged, she may heal and recover.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
139. Which of the following statements best expresses your text’s conclusion regarding the current state of the art in treating spinal cord injury?
a) Little attention has been directed toward the potential regeneration of spinal cord axons.
b) Scientists are really only beginning to tackle the potential regeneration of spinal cord axons.
c) Scientists have made substantial progress toward the potential regeneration of spinal cord axons.
d) In most cases, scientists are now able to regenerate spinal cord axons.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
140. What type of cell holds the promise that one day, we may be able to repair spinal cord injuries?
a) Schwann cells
b) afferent neurons
c) interneurons
d) autonomic neurons
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
141. In 2007, Miller made a breakthrough in spinal cord injury research when she discovered that stem cells produced from a person’s own skin are similar to neural stem cells and are capable of producing ____________.
a) ependymal cells
b) motor neurons
c) sensory neurons
d) Schwann cells
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
142. Which of the following statements is true?
a) The lower down the spinal cord a spinal cord injury occurs, the larger the proportion of the body that is afflicted.
b) Quadriplegics retain sensation and usage of the upper limbs and torso, but not of the lower limbs.
c) When individuals are paralyzed, although they cannot move, they continue to be capable of perceiving touch or pain sensations on the body.
d) It is possible to break the vertebrae in the neck or back and not have a spinal cord injury.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
143. Which of the following is NOT a way that scientists are looking to enhance regeneration of severed axons in the spinal cord or for replacing motor neurons destroyed by injury?
a) Using epidural electrical stimulation above the site of spinal cord injury to boost the electrical signals being sent from the lower body to the brain.
b) Using a computer chip that is implanted on the surface of the brain to record activity in the cortex directly under the chip to communicate with a receiver in the arm.
c) Using a computer chip that is implanted on the surface of the brain to record activity in the cortex directly under the chip to communicate with a computer.
d) Using epidural electrical stimulation below the site of spinal cord injury to boost the electrical signals being sent from the brain to the lower body.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
144. What is so special about ‘Schwann cells’ that gives us the hope that they may be able to help us repair spinal cord injuries one day?
a) They have more layers of myelin sheath.
b) They help injured nerve fibres regenerate in the PNS.
c) They can send signals without neurotransmitters.
d) They have a lower threshold of excitation.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
145. Able was in a skiing accident and injured his spinal cord. Unfortunately, the doctors had to tell him that he would not walk again. He decides to do his own research into possible treatment for spinal cord injuries and finds one new area of research that looks very promising. What did Able learn on his own?
a) Schwann cells and their ability to regenerate neuron axons in the PNS
b) efferent fibres that can re-grow with prolonged, mild electrical stimulation
c) diverting spinal reflexes to generate voluntary movement
d) stem cells that increase the myelin production around the spinal cord
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
146. To allow the brain to fit inside the skull, the brain folded in on itself forming the ___ and ___.
a) gyri and thalamus
b) gyri and pons
c) pons and sulci
d) gyri and sulci
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
147. Which of the following is NOT a structure of the hindbrain?
a) medulla
b) cerebellum
c) hypothalamus
d) pons
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
148. The ________ is the part of Alice's brain that woke her from a dream about her car being stolen.
a) medulla
b) pons
c) cerebellum
d) amygdala
Difficulty: Medium
Bloomcode: Application
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
149. As Sean runs a marathon, he thinks back to his Introductory Psychology class and remembers that his heartbeat and respiration are controlled by the ________, which also controls survival responses and other automatic behaviors.
a) forebrain
b) hypothalamus
c) amygdala
d) hindbrain
Difficulty: Medium
Bloomcode: Application
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
150. The structure in the hind brain involved in sleep, dreaming, breathing, and swallowing is the ___.
a) medulla
b) pons
c) cerebellum
d) reticular formation
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
151. Dr. Franken is engaging her students in an exercise in which she names a function and then the students need to say what structure is responsible for that function AND where that structure is. Ahmed says, ‘this structure is responsible for eye movements and dreaming’. Which student below has the correct answer?
a) George says it is the medulla, located in the midbrain
b) Brittany says it is the pons, located in the hindbrain
c) Igor says it is the cerebellum, located in the hindbrain.
d) Alessa says it is the reticular formation, located in the forebrain
Difficulty: Medium
Bloomcode: Application
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
152. Your brain is capable of alerting higher brain centers to important events by screening incoming sensory information, such as when an alarm clock goes off every morning. This alert system can be largely attributed to which area of the brain?
a) Forebrain
b) Hypothalamus
c) Thalamus
d) Reticular formation
Difficulty: Medium
Bloomcode: Application
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
153. The reticular formation makes which of the following functions easier for Atticus, a healthy 45-year-old?
a) Maintaining consciousness
b) Flexibility of movement
c) Detecting hunger
d) Ease of movement
Difficulty: Medium
Bloomcode: Application
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
154. How are the reticular formation and the hypothalamus most similar?
a) The reticular formation and the hypothalamus both receive sensory information.
b) The reticular formation and the hypothalamus both contribute to language comprehension.
c) The reticular formation and the hypothalamus are both implicated in the development of schizophrenia.
d) The reticular formation and the hypothalamus both regulate basic functions such as hunger and thirst.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
155. Information travels from our sensory receptors to the ___ in the brain, which relays it to higher association areas.
a) amygdala
b) cerebellum
c) hypothalamus
d) thalamus
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
156. The thalamus may be likened to a(n)
a) amplifier.
b) receiver.
c) filter.
d) transmitter.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
157. Within the thalamus, the lateral geniculate nucleus is to the medial geniculate nucleus as ___ is to ___.
a) visual perception; auditory perception
b) auditory perception; visual perception
c) basic visual perception; complex visual perception
d) complex visual perception; basic visual perception
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
158. Yuri works as an air traffic controller and directs aircraft to appropriate runways for takeoff or landing. His job can be compared to the job of the ___ in your brain.
a) hypothalamus
b) cerebellum
c) thalamus
d) amygdala
Difficulty: Medium
Bloomcode: Application
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
159. The thalamus has traditionally been thought of as a
a) relay station for all sensory information except smell.
b) bridge between the hindbrain and forebrain.
c) translator for the PNS to communicate with the CNS.
d) link between the hypothalamus and the rest of the cerebral cortex.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
160. Which of the following sequences correctly orders the location of subcortical structures in the brain, from most inferior to most superior?
a) medulla 🡪 substantia nigra 🡪 pons
b) medulla 🡪 pons 🡪 substantia nigra
c) substantia nigra 🡪 pons 🡪 medulla
d) substantia nigra 🡪 medulla 🡪 pons
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
161. Which of the following sequences correctly orders the location of subcortical structures in the brain, from most superior to most inferior?
a) medulla 🡪 substantia nigra 🡪 pons
b) medulla 🡪 pons 🡪 substantia nigra
c) substantia nigra 🡪 pons 🡪 medulla
d) substantia nigra 🡪 medulla 🡪 pons
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
162. Which of the following subcortical structures is correctly paired with a function?
a) cerebellum – motor coordination; learning motor skills
b) substantia nigra – maintaining heart rate and respiration
c) reticular formation – maintaining the fluidity of movement; inhibiting movement
d) thalamus – regulating sleep and wakefulness cycles
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
163. The Greek prefix hypo- means
a) above.
b) greater.
c) below.
d) before.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
164. Which of the following chemicals are manufactured by endocrine glands and circulated through the bloodstream to produce bodily changes or maintain normal bodily function?
a) endorphins
b) antagonists
c) neurotransmitters
d) hormones
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
165. Hormones are chemicals manufactured by endocrine glands and circulated through the bloodstream to
a) produce changes in the body, such as growth during puberty, and maintain normal functions.
b) improve flexibility and physical dexterity.
c) influence nerve receptor sensitivity.
d) provide a fluid channel for endorphin transfers within the body.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
166. Which of the following statements best expresses the relationship between the central nervous system and the endocrine system?
a) The endocrine and central nervous systems operate entirely independently.
b) The endocrine system is part of the central nervous system.
c) The endocrine system is linked to the central nervous system.
d) The central nervous system is one portion of the endocrine system.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
167. The endocrine system is linked to the ___ in the brain, via the ___ gland.
a) hippocampus; adrenal
b) hippocampus; pituitary
c) hypothalamus; adrenal
d) hypothalamus; pituitary
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
168. Which of the following sequences reflects the order in which nervous and endocrine system structures respond to arousing situations, from first to last?
a) hypothalamus 🡪 pituitary gland 🡪 endocrine glands
b) hypothalamus 🡪 endocrine glands 🡪 pituitary gland
c) pituitary gland 🡪 endocrine glands 🡪 hypothalamus
d) pituitary gland 🡪 hypothalamus 🡪 endocrine glands
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
169. Which of the following sequences reflects the order in which nervous and endocrine system structures respond to low arousal to high arousal situations?
a) hypothalamus 🡪 pituitary gland 🡪 endocrine glands
b) hypothalamus 🡪 endocrine glands 🡪 pituitary gland
c) endocrine glands 🡪 pituitary gland 🡪 hypothalamus
d) endocrine glands 🡪 hypothalamus 🡪 pituitary gland
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
170. Evaluate the following descriptions of the difference between hormones and neurotransmitters and decide which is the most accurate.
a) Neurotransmitters transmit messages chemically, while hormones transmit messages electrically.
b) Hormones affect only teenagers and adults, while neurotransmitters affect people of all ages.
c) Neurotransmitters send messages to specific receptors in the nervous system, while hormones can influence systems across the body.
d) Hormones affect all the body, while neurotransmitters transmit messages only within the neuron.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
171. According to your text, the amygdala is involved in processing
a) positive emotions.
b) negative emotions, such as fear.
c) both positive and negative emotions.
d) recent experiences.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
172. Taylor has a dog that pees on the carpet out of fear every time he hears thunder. What area of the brain is most likely to be involved in this fear behaviour?
a) cerebellum
b) amygdala
c) hippocampus
d) hypothalamus
Difficulty: Medium
Bloomcode: Application
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
173. A year ago, Sayen was walking down an alley and saw a large dog foraging in the garbage for food. When the dog saw Sayen he began to growl and stalk toward him. Sayen slowly edged backwards out of the alley and the dog lost interest. However, now Sayen is nervous even around very small friendly dogs. Which part of the brain is most likely involved in Sayen’s growing fear of dogs?
a) amygdala
b) hippocampus
c) substantia nigra
d) basal ganglia
Difficulty: Medium
Bloomcode: Application
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
174. The amygdala is to _____ as the hippocampus is to ___.
a) emotion; memory
b) emotion; movement
c) memory; decision-making
d) memory; vision
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
175. The hypothalamus is to _____ as the amygdala is to ___.
a) emotion; memory
b) emotion; movement
c) motivated behaviour; decision-making
d) motivated behaviour; emotion
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
176. If the amygdala of a rat were lesioned, how would you expect the rat to react to a cat?
a) The rat would show normal fear of the cat.
b) The rat would show above normal fear of the cat.
c) The rat would show no fear of the cat.
d) The rat would act aggressively toward the cat.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
177. Rene does not seem to fear anything. In fact, he does not even fear things that have hurt him on previous occasions. Which area of Rene’s brain might not be functioning properly?
a) thalamus
b) nucleus accumbens
c) amygdala
d) hippocampus
Difficulty: Medium
Bloomcode: Application
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
178. A collection of cortical and subcortical nuclei and structures involved in emotion, motivation, learning, and memory are collectively known as the
a) midbrain.
b) limbic system.
c) reticular formation.
d) cerebral cortex.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
179. Which of the following is NOT part of the limbic system?
a) hippocampus
b) amygdala
c) hypothalamus
d) pons
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
180. Following a stroke, Everett shakes uncontrollably and cannot produce fluid movements. Which of the following medical residents is correct in localizing Everett’s brain damage?
a) Florence: “I’d check the scans for damage to either the cerebellum or the substantia nigra.”
b) Garrett: “Only a brain scan can say for sure, but I’ll bet the stroke destroyed parts of either his cerebellum or his striatum.”
c) Dominic: “The damage is either in the substantia nigra or the striatum; we need brain imaging to be sure.”
d) Fumiko: “It sounds like cerebellar damage to me.”
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
181. Following a stroke, Esme is unable to form new episodic memories and is having trouble comprehending speech. Which of the following medical residents is correct in localizing Esme’s brain damage?
a) Romy: “I’d check the scans for damage to temporal areas such as the hippocampus and Wernicke’s area.”
b) Leander: “Only a brain scan can say for sure, but I’ll bet the stroke destroyed parts of her prefrontal cortex and Broca’s area.”
c) Dimitri: “The damage is either in the substantia nigra or the striatum; we need brain imaging to be sure.”
d) Jahaan: “It sounds like parietal damage to me.”
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
182. Evan has been experiencing difficulties remembering basic things, such as his name and address. Which of the following best explains this?
a) Evan has sustained damage to the hippocampus.
b) Evan has more convolutions than the average person.
c) Evan’s brain does not have a functional substantia nigra.
d) Evan’s brain is missing the corpus callosum.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
183. The human brain constantly replaces lost cells with new ones from deep within the brain in a process called
a) neurogenesis.
b) localization of function.
c) action potential.
d) neuroplasticity.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
184. The nucleus accumbens is important for
a) the control of eye movements and fluid body movements.
b) motivation and reward learning.
c) generating motivated behaviours necessary for survival.
d) relaying sensory information to the cortex.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
185. Neurons in both the substantia nigra and the ___ comprise portions of the brain’s dopamine pathways.
a) amygdala
b) hypothalamus
c) striatum
d) nucleus accumbens
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
186. The part of brain closest to the spinal cord is the ___; it is important for such functions as ___.
a) cerebellum; movement and motor coordination
b) cerebellum; heart rate and respiration
c) medulla; movement and motor coordination
d) medulla; heart rate and respiration
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
187. Which structure of the brain is physically closest to the spinal cord?
a) thalamus
b) pons
c) hippocampus
d) medulla
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
188. Jacques was explaining to his psychology professor that he was unable to complete the midterm yesterday because his friend was in a car accident and damaged his medulla. Jacques was quick to add, however, that his friend will be fine, and that he will be able to complete the midterm the next class. How does the psychology professor know that Jacques is lying?
a) A person with a damaged medulla would be paralyzed.
b) A person with a damaged medulla would be intellectually disabled to the point of institutionalization.
c) A person with a damaged medulla would have schizophrenia.
d) A person with a damaged medulla would have died.
Difficulty: Medium
Bloomcode: Application
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
189. Madeline had an irregular electrolyte levels due to binge eating disorder. When in her early twenties she suffered a stroke that mildly damaged her reticular system. What symptoms is Madeline most likely suffering from?
a) disrupted sleep-wake cycles
b) loss of fine muscle movement
c) difficulty swallowing
d) Madeline most likely died from the stroke.
Difficulty: Medium
Bloomcode: Application
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
190. Phillip was in a serious car accident and sustained damage to his medulla. Which of the following is the most likely outcome for Phillip?
a) Phillip will be a paraplegic.
b) Philip will be a quadriplegic.
c) Phillip will experience a loss of memory.
d) Phillip will not likely survive.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
191. Immediately superior to the medulla is the ___; it contains neurons receptive to the neurotransmitter ___.
a) substantia nigra; dopamine
b) substantia nigra; norepinephrine
c) pons; dopamine
d) pons; norepinephrine
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
192. When a person executes a complex martial art move or a series of gymnastic movements, they are relying heavily on their ___.
a) pons
b) reticular formation
c) hippocampus
d) cerebellum
Difficulty: Medium
Bloomcode: Application
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
193. Pia is performing a ballet with the rest of her dance group. Which brain structure in the hindbrain allows her to carry out the sequence of complex dance steps?
a) medulla
b) pons
c) cerebellum
d) reticular formation
Difficulty: Medium
Bloomcode: Application
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
194. In addition to coordinating movement and maintaining balance, the cerebellum may also play a role in ___________________.
a) breathing and heart rate
b) certain types of learning
c) hunger and satiety
d) vision and hearing
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
195. Mr. Catherall and Mrs. DePaiva have both suffered strokes. Mr. Catherall has trouble reaching for objects and is unable to learn new skills involving fine movement. Mrs. DePaiva’s motions are NOT fluid, and she has trouble inhibiting her movements. Mr. Catherall’s ___ appears damaged. Mrs. DePaiva’s damage is probably located in ___.
a) substantia nigra; the cerebellum
b) substantia nigra; the substantia nigra as well
c) cerebellum; the cerebellum as well
d) cerebellum; the substantia nigra
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
196. Mia has been diagnosed with Parkinson’s disease while Pearl has been diagnosed with epilepsy. Which of the following statements is most accurate?
a) Mia’s substantia nigra is malfunctioning while Pearl’s is not.
b) Pearl’s substantia nigra is malfunctioning while Mia’s is not.
c) Mia’s cerebellum is malfunctioning while Pearl’s is not.
d) Pearl’s cerebellum is malfunctioning while Mia’s is not.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
197. Pons is to substantia nigra as _____ is to _____.
a) arousal; respiration
b) respiration; arousal
c) norepinephrine; dopamine
d) dopamine; norepinephrine
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
198. The part of the hindbrain important for motor coordination is the
a) reticular formation.
b) pons.
c) medulla.
d) cerebellum.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
199. Learning to tie your shoes or play the violin involves which brain area?
a) cerebellum
b) limbic system
c) thalamus
d) medulla
Difficulty: Medium
Bloomcode: Application
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
200. Elena loves to play darts and has become reasonably accurate at hitting the bull’s eye. When she now plays darts, she no longer has to think about the motions she needs to make to throw the dart. What area of the brain is most likely controlling her motor movements?
a) pons
b) frontal lobe
c) cerebellum
d) motor cortex
Difficulty: Medium
Bloomcode: Application
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
201. Cassidy is so excited to be at Disney World! It seems magical to her as she walks in the main gates and looks down the long road to the pointed castle at the end. She looks at her park map and sees that Space Mountain would be to her right, and that Splash Mountain to her left. What part of Cassidy’s brain would be especially active as she is getting her bearings with respect to where all the fun rides are?
a) amygdala
b) hippocampus
c) pituitary gland
d) thalamus
Difficulty: Medium
Bloomcode: Application
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
202. Randal is a taxi driver in Toronto. Which of the following brain structures would be most useful to Randal in his job?
a) amygdala
b) thalamus
c) nucleus accumbens
d) hippocampus
Difficulty: Medium
Bloomcode: Application
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
203. What type of memory deficit is associated with damage to the hippocampus?
a) semantic
b) episodic
c) working
d) procedural
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
204. Mrs. Jackson CANNOT form new memories based on her experiences. Mr. LoPresti cannot seem to find his way around his city anymore. Which of the following best describes the brain damage each of these patients has probably suffered?
a) Both Mrs. Jackson and Mr. LoPresti have suffered damage to a portion of the striatum.
b) Mrs. Jackson has experienced damage to the striatum. Mr. LoPresti’s hippocampus has been damaged.
c) Both Mrs. Jackson and Mr. LoPresti have suffered damage to a portion of the hippocampus.
d) Mrs. Jackson has experienced damage to the hippocampus. Mr. LoPresti’s striatum has been damaged.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
205. Which of the following statements best captures the role of the hippocampus in episodic memory on the one hand, and spatial memory on the other?
a) The hippocampus plays a role in the temporary storage of both episodic and spatial memories.
b) The hippocampus plays a role in the temporary storage of episodic memories and the longer-term storage of spatial memories.
c) The hippocampus plays a role in the longer-term storage of episodic memories and the temporary storage of spatial memories.
d) The hippocampus plays a role in the longer-term storage of both episodic and spatial memories.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
206. Which of the following subcortical areas is correctly paired with a description?
a) amygdala – important in movement and implicit memory
b) hippocampus – important for learning and memory
c) striatum – important for motivation and reward learning
d) nucleus accumbens – processes emotional stimuli
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
207. While checking your text messages, you hear a crash on the street. The part of your brain that refocuses your attention from your phone to the crash is the ___.
a) medulla
b) pons
c) reticular formation
d) auditory cortex
Difficulty: Medium
Bloomcode: Application
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
208. After receiving an anaesthetic to prepare him for surgery, Lucien quickly goes to sleep. Which hindbrain structure will be affected by the drug?
a) medulla
b) pons
c) cerebellum
d) reticular formation
Difficulty: Medium
Bloomcode: Application
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
209. The reticular formation is composed of cell groups ___ and is the major brain source of the neurotransmitter ___.
a) from the midbrain to the forebrain; serotonin
b) from the midbrain to the forebrain; norepinephrine
c) from the hindbrain to the midbrain; serotonin
d) from the hindbrain to the midbrain; norepinephrine
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
210. Which area of Jana’s midbrain is responsible for producing dopamine?
a) substantia nigra
b) red nucleus
c) raphe nuclei
d) locus coeruleos
Difficulty: Medium
Bloomcode: Application
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
211. Neural pathways in a brain area known as the ___ are responsible for both the fluidity of movement and the inhibition of movement; this brain area is part of the ___.
a) substantia nigra; midbrain
b) substantia nigra; brainstem
c) cerebellum; midbrain
d) cerebellum; neocortex
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
212. Mrs. Kim has been diagnosed with Parkinson’s disease. The area in Mrs. Kim’s brain that is most likely damaged is the ___.
a) lateral geniculate nucleus
b) medulla
c) substantia nigra
d) reticular formation
Difficulty: Medium
Bloomcode: Application
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
213. Which gland is attached to the hypothalamus?
a) endocrine
b) adrenal
c) pituitary
d) thalamus
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
214. In tandem with the hypothalamus, hormones import for growth, reproduction, metabolism, and stress reactions are controlled by the
a) pituitary gland.
b) thalamus.
c) limbic system.
d) basal ganglia.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
215. The hypothalamus is located immediately ___ to the thalamus.
a) superior
b) inferior
c) anterior
d) posterior
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
216. Pizza! Beer! Sex! Our motivation or drive for such things is based in part on the activity of the brain region known as the ___.
a) hypothalamus
b) thalamus
c) hippocampus
d) amygdala
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
217. How is the forebrain most different from the hindbrain?
a) The forebrain is responsible for more advanced and complex functions than the hindbrain.
b) The hindbrain is responsible for more advanced and complex functions than the forebrain.
c) The forebrain is involved in memory functions while the hindbrain is not.
d) The hindbrain is involved in memory functions while the forebrain is not.
Difficulty: Medium
Bloomcode: Application
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
218. Which of the following structures are not a part of Emma’s forebrain?
a) thalamus
b) amygdala
c) substantia nigra
d) nucleus accumbens
Difficulty: Medium
Bloomcode: Application
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
219. Which of the following governs higher mental processes?
a) The hypothalamus
b) The cerebral cortex
c) The limbic system
d) The thalamus
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
220. Primary sensory and/or motor areas are to _____ as _____ is to association cortex.
a) basic; complex
b) complex; basic
c) reflexive; higher order
d) higher order; reflexive
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
221. The association cortex is responsible for all the functions listed below EXCEPT one. Which one of the functions listed below would not occur as a function of the association cortex?
a) recognizing that the speakers voice in a movie does not match the movements of their mouth
b) recognizing that your mother’s new car is cherry red
c) recognizing that you are you and not someone else
d) recognizing that you are going to be late for your meeting due to the detour you had to take on the way to work
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
222. Under which of the following conditions would a physician be most likely to declare a person legally dead?
a) when the cerebral cortex no longer has any neural activity
b) when the amygdala is overreacting
c) when the pituitary gland is severely damaged
d) when Wernicke’s area becomes predominant
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
223. Darnell underwent surgery to control his severe epilepsy. Now, however, Darnell CANNOT form new memories of his experiences, although he does remember events in the past. Most likely, the surgery destroyed a portion of the ___ in Darnell’s brain.
a) amygdala
b) striatum
c) hypothalamus
d) hippocampus
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
224. Which of the following are lobes housed within the neocortex?
a) occipital
b) frontal
c) temporal
d) all the above
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
225. Imagine you could look through the top of someone’s head at the brain structure beneath it. Which of the following would you definitely NOT be looking at?
a) frontal lobe
b) cerebral cortex
c) forebrain
d) cerebellum
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
226. What is the major sensory relay centre to the cerebral cortex?
a) thalamus
b) hypothalamus
c) nucleus accumbens
d) lateral geniculate nucleus
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
227 Oscar explains that the thalamus is functionally similar one of the following examples. Which one is correct?
a) An air traffic control center
b) A pilot
c) A flight attendant
d) An airline passenger
Difficulty: Medium
Bloomcode: Application
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
228. Which of the following sequences correctly identifies and orders the lobes of the cortex, from anterior to posterior?
a) frontal 🡪 temporal and parietal 🡪 posterior
b) occipital 🡪 temporal and parietal 🡪 frontal
c) frontal 🡪 occipital 🡪 temporal and parietal
d) frontal 🡪 temporal and parietal 🡪 occipital
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
229. Which of the following statements best reflects the current view of the functions of the four lobes when it comes to higher processing?
a) The occipital and parietal lobes function collaboratively.
b) The temporal and frontal lobes function collaboratively.
c) All the lobes, with the exception of the occipital lobe seem to function collaboratively.
d) The four lobes perform many high-level functions collaboratively.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
230. Which of the following is a main function of the frontal lobes?
a) They receive and interpret bodily sensations.
b) They moderate control over emotions.
c) They translate visuals by translating messages between the eyes and the brain.
d) They are involved in planning, language, and movement.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
231. What area in the temporal lobe is associated with language comprehension?
a) lateral sulcus
b) Broca’s area
c) Wernicke’s area
d) association cortex
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
232. Damage to Broca’s area results in difficulty with ________, whereas damage to Wernicke’s area results in difficulty with _________.
a) language comprehension; speech.
b) speech production; language comprehension.
c) self-control; impulsivity.
d) impulsivity; self-control.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
233. Arlo is able to understand language but CANNOT organize his thoughts to express into words. In contrast, Luna is unable to understand language; though she speaks with ease, her sentences do NOT make sense. What is implied here?
a) Arlo has damage to Broca’s area while Luna has damage to Wernicke’s area.
b) Arlo has damage to Wernicke’s area while Luna has damage to Broca’s area.
c) Arlo has had his corpus callosum severed while Luna has not.
d) Luna has had her corpus callosum severed while Arlo has not.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
234. Ellie is teaching a tongue twister to her little brother: ‘She sells sea shells by the sea shore’. Which part of her brain would be active each time she attempts the tongue twister aloud?
a) Broca’s area
b) substantia nigra
c) hypothalamus
d) nucleus accumbens
Difficulty: Medium
Bloomcode: Application
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
235. Broca’s area is to Wernicke’s area as ___ is to ___.
a) reading; speaking
b) reading; writing
c) language comprehension; language production
d) language production; language comprehension
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
236. While the temporal lobe contains ___, the frontal lobe is where ___ is located.
a) the basal ganglia; the cerebellum
b) the thalamus; the fusiform face area
c) Wernicke’s area; Broca’s area
d) the auditory cortex; the visual cortex
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
237. Austin cannot comprehend or produce meaningful language even though he can speak. Austin suffers from
a) Broca’s aphasia.
b) Wernicke’s aphasia.
c) either Broca’s or Wernicke’s aphasia.
d) neither Broca’s nor Wernicke’s aphasia.
Difficulty: Medium
Bloomcode: Application
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
238. Anterior to the parietal lobe is the frontal lobe; inferior to it is the ___ lobe.
a) occipital
b) temporal
c) dorsal
d) posterior
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
239. Which of the following brain structures controls our voluntary movements?
a) Primary motor strip
b) Parietal lobes
c) Right hemisphere
d) Visual cortex
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
240. This region of the cerebral cortex responds to visual information in spatially appropriate ways as well as processing tactile information from a variety of locations on the body. What area is this?
a) frontal lobe
b) temporal lobe
c) parietal lobe
d) occipital lobe
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
241. Which cortex in the parietal lobes receives information about touch in different areas of the body?
a) Motor
b) Visual
c) Auditory
d) Somatosensory
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
242. Somatosensory cortex is to auditory cortex as the ___ lobe is to the ___ lobe.
a) temporal; parietal
b) parietal; occipital
c) occipital; parietal
d) parietal; temporal
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
243. Primary motor strip is to somatosensory strip as the ___ lobe is to the ___ lobe.
a) temporal; frontal
b) parietal; occipital
c) frontal; parietal
d) parietal; temporal
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
244. In which lobe do we find cells that respond especially strongly to familiar faces? How do researchers interpret the activity of these cells?
a) Such cells are found in the occipital lobe. These cells are dedicated “face-processing cells.”
b) Such cells are found in the occipital lobe. Their activity reflects inputs both from the temporal lobe and from brain areas associated with memory.
c) Such cells are found in the temporal lobe. These cells are dedicated “face-processing cells.”
d) Such cells are found in the temporal lobe. Their activity reflects inputs both from the occipital lobe and from brain areas associated with memory.
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
245. Damage to the parietal lobe is associated with damage to the “where pathway.” Which of the following behaviours would suggest damage to this area?
a) Raven was unable to recognize even her own face in a mirror.
b) Lucina found it impossible to pour water from a pitcher into a glass.
c) Randy is unable to name what were once familiar objects.
d) Trent is irresponsible, impatient, and impulsive.
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
246. After experiencing a head injury, Tabitha is unable to recognize the faces of people she knows. Tabitha has sustained injury to the ___ lobe of the brain.
a) frontal
b) temporal
c) parietal
d) occipital
Difficulty: Medium
Bloomcode: Application
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
247. Although Jack’s eyes and neural connections are perfectly healthy, Jack is legally blind. How would you explain Jack’s blindness?
a) He has damage to his occipital lobe.
b) He is experiencing a visual hallucination.
c) His myelin sheath is overextended.
d) He can see light but mistakenly believes he can only see darkness.
Difficulty: Medium
Bloomcode: Application
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
248. Which lobe plays the eclectic role of visual recognition, language comprehension, and memory?
a) occipital
b) temporal
c) parietal
d) frontal
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
249. Which of the following is the name for the specialization of various parts of the brain for particular functions?
a) Parasympathetic dominance
b) Neuroplasticity
c) Localization of function
d) Neurogenesis
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
250. Various parts of the brain each have specific roles to play for in the function of the body. What is this concept called?
a) Neurogenesis
b) Localization of function
c) Parasympathetic dominance
d) Neuroplasticity
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
251. Jonah is explaining that the behaviours controlled by the human brain vary according to the specific location of the brain structure. He is explaining
a) localization of function.
b) the role of neurotransmitters.
c) the brain’s reticular formation.
d) neurogenesis.
Difficulty: Medium
Bloomcode: Application
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
252. Which of the following examples best supports the notion of localization of function?
a) Most higher-level mental processes are controlled by the cerebral cortex.
b) The loss of dopamine is a contributing factor to the development of Parkinson’s disease.
c) Learning to capitalize on the right half of the brain results in increased creativity.
d) The surface area of the brain is significantly increased due to convolutions.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
253. Which case study was important in localizing the function of the prefrontal cortex?
a) H.M.
b) Ebbinghaus
c) Phineas Gage
d) Sperling
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
254. The _______ lobe is involved in higher order thinking such as working memory, moral reasoning, and planning.
a) Occipital
b) Preparietal
c) Prefrontal
d) Temporal
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
255. Kelly was the victim of a freak accident. She was standing beside a huge display of heavy cans at the grocery store when someone knocked their cart into the pile and one of the cans fell from the pile and hit Kelly on the top of her head, toward the front. Unfortunately, the can was heavy enough to cause significant damage. What area in Kelly’s brain is likely damaged, and what is the most likely outcome from the damage?
a) Kelly’s parietal lobe is damaged, and she is unable to move different parts of her body as a result
b) Kelly’s parietal lobe is damaged, and she is unable to determine the relative locations of objects in her environment as a result
c) Kelly’s frontal lobe is damaged, and she is very impulsive and unreliable as a result
d) Kelly’s frontal lobe is damaged, and she is unable to recognize faces as a result
Topic: Structures of the Brain
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
256. Which of the following statements about the use of prefrontal lobotomies as a treatment is TRUE?
a) In the 1940’s and 1950’s researchers experimented on people with mental illnesses and found that prefrontal lobotomies had a calming effect.
b) A limited form of this treatment is still used today for people who do not respond to drug therapies.
c) Patients such as Phineas Gage suggested that the prefrontal region is only superficially involved in mental functions.
d) Chimpanzees who underwent prefrontal lobotomies show problems with impulse control and aggression.
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
257. A procedure used in the 1940s and 1950s was used to treat individuals with issues ranging from severe mental illness to non-conformity and rebellion. What was this procedure?
a) lesioning
b) prefrontal lobotomy
c) hemispherectomy
d) craniotomy
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
258. Prefrontal lobotomies appeared to calm chimpanzees. What was the effect of prefrontal lobotomies on human beings?
a) Created a reduction in symptoms that increased quality of life.
b) Created problems with intellectual functioning, reducing individuals to zombie-like state.
c) Created a calming effect but individuals lacked motivation.
d) Created changes in personality including blunting of emotions and apathy.
Difficulty: Medium
Bloomcode: Application
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
259. The prefrontal cortex plays a role in each of the following EXCEPT
a) complex visual processing.
b) short-term memory.
c) moral reasoning.
d) mood regulation.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
260. Surgical destruction of the prefrontal cortex
a) is no longer performed.
b) is used in much the same way as it has been for decades.
c) has found increasing application in the treatment of psychological disorders.
d) is used more rarely and in a more limited fashion than in the past.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
261. Wyatt was downhill skiing without a helmet and crashed into a tree, damaging his face and the front of his brain. He most likely suffered damage to what brain area? What are the likely behaviour outcomes of this damage?
a) His parietal lobe is damaged, and he is unable to respond to visual information appropriately.
b) His parietal lobe is damaged, and he is experiencing problems with language and memory.
c) His frontal lobe is damaged, and he can no longer integrate visual information.
d) His frontal lobe is damaged, and he is experiencing problems with memory, moral reasoning, and memory.
Difficulty: Medium
Bloomcode: Application
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
262. Kenzo was walking his dog around the perimeter of a baseball field as a senior league was playing, when a pop fly struck him in the top of the head, toward the back. Unfortunately, the ball was travelling fast enough that significant damage was done. What area is likely damaged, and what is the most likely result?
a) Kenzo’s parietal lobe is damaged, and he is unable to move different parts of his body as a result.
b) Kenzo’s parietal lobe is damaged, and he is unable to determine the relative locations of objects in his environment as a result.
c) Kenzo’s temporal lobe is damaged, and he is unable to understand spoken language as a result.
d) Kenzo’s temporal lobe is damaged, and he is unable to recognize faces as a result.
Difficulty: Medium
Bloomcode: Application
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
263. If your neighbour were abducted by aliens, and they scooped out his right parietal lobe, he would be unable to ____________________.
a) move the lower half of his body
b) move the right side of his body
c) feel sensations from the left side of his body
d) feel sensations from the right side of his body
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
264. If your neighbour were abducted by aliens, and they scooped out his left primary motor strip, he would be unable to ____________________.
a) move the lower half of his body
b) move the right side of his body
c) feel sensations from the left side of his body
d) feel sensations from the right side of his body
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
265. In which lobe is the motor cortex located?
a) occipital
b) frontal
c) parietal
d) temporal
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
266. Which lobe has the role of housing the somatosensory cortex and plays a role in visual processing?
a) occipital
b) temporal
c) parietal
d) frontal
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
267. The case of Phineas Gage was useful to researchers because it was one of the first documented cases that provided support for the
a) localization of function hypothesis.
b) survival of the fittest hypothesis.
c) lateralization of function hypothesis.
d) neurogenesis hypothesis.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
268. How do the primary sensory areas differ from the association areas?
a) The primary sensory areas process visual information. The association areas process information related to the other senses.
b) The primary sensory areas are in the lobes of the cortex. The association areas are not.
c) The primary sensory areas process complex sensory information, whereas the association areas process basic sensory information.
d) The primary sensory areas process basic sensory information, whereas the association areas process more complex sensory information.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
269. Primary sensory areas are to _____ as association areas are to _____.
a) visual information; the other senses
b) hindbrain; forebrain
c) complex sensory information; basic sensory information.
d) basic sensory information; complex sensory information.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
270. In a rollerblading mishap, Xavier fell and injured the very back of his head. Which of his senses is most likely impaired?
a) hearing
b) vision
c) taste
d) touch
Difficulty: Medium
Bloomcode: Application
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
271. An area that processes tactile information coming from our body parts is the ______________________ located in the ___________ lobe.
a) association cortex; temporal
b) association cortex; parietal
c) somatosensory strip; temporal
d) somatosensory strip; parietal
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
272. Jada is looking at a painting in the campus fine-arts museum. The orientations of the lines and edges in the painting are processed in the ___ areas in her occipital lobe, while the colours and more complex patterns are processed in the ___ areas in the occipital lobe.
a) central visual; peripheral visual
b) secondary visual; primary visual
c) primary visual; association
d) association; primary visual
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
273. Omar is the coordinator of a team that has organized a marathon to raise money for a charitable foundation. He has requested information from different team members and, as they provide him with the information, he integrates it and uses the information for planning what they should do. Omar has a similar function as the brain region known as the _________________.
a) hypothalamus
b) Broca’s area
c) association cortex
d) primary sensory cortex
Difficulty: Medium
Bloomcode: Application
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
274. In its discussion of somatosensory strip, your text suggests that the more sensitive a body area, the greater the amount of parietal cortex devoted to its processing. Which of the following alternatives best expresses this idea in terms of a correlation coefficient?
a) 1.00
b) .00
c) > .00 and < 1.00
d) > –1.00 and < .00
Difficulty: Hard
Bloomcode: Synthesis
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
275. Primary motor cortex has a much larger area devoted to the control of the hand than to the elbow. Evaluate the following answers and determine which best explains why this would occur.
a) This difference reflects the fact that early hominids walked on both their hands and feet and would need to be aware of sharp objects that could damage the hands.
b) This difference reflects the fact that the ability to control the hands with great precision provides advantages to humans.
c) The difference reflects the fact that injuries to the elbow are more likely to be painful than injuries to the hands.
d) The difference reflects the fact that injuries to the hand are more likely to be painful than injuries to the elbow.
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
276. What is the fundamental unit of the nervous system?
a) neuron
b) glia
c) axon
d) nuclei
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Does the Nervous System Work?
277. In a neuron, the _____ make it possible for neurons to live and function, by making proteins and other molecules, producing energy, and permitting the breakdown and elimination of toxic substances.
a) glial cells
b) organelles
c) neurotransmitters
d) ependymal cells
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Does the Nervous System Work?
278. The human body can have up to how many neurons.
a) 1 trillion
b) 100 million
c) 1 billion
d) 86 billion
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Does the Nervous System Work?
279. Which of the following is NOT true about neurons?
a) Neurons are completely covered in a membrane.
b) Neurons use both electrical and chemical processes.
c) All neurons are capable of communicating with other neurons.
d) All neurons have multiple dendrites.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Does the Nervous System Work?
280. Which of the following statements regarding neurons is correct?
a) Neurons all share the same basic structure and size.
b) Neurons vary in the number of axons they contain.
c) Glial cells are the physical medium that hold the brain together.
d) Not all neurons communicate by means of chemical and electrical signals.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Does the Nervous System Work?
281. The term electrochemical reaction indicates that
a) electrically charged chemicals create signals in neurons.
b) chemicals cause an electrical signal to be generated within a neuron.
c) electrons spark chemically driven signals.
d) changes in electrochemical valences alter signal strength in neuronal transmission.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Does the Nervous System Work?
282. ________ are large bundles of axons outside the brain and spinal cord versus __________ which are large bundles of axons within the brain.
a) Neurons; nerves
b) Dendrites, nerves
c) Nerves; tracts
d) Glial cells; neurons
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Does the Nervous System Work?
283. Glial cells have all of the following functions except one. Which of the functions below is NOT a glial cell function?
a) control the nutrient supply to neurons
b) destroy and remove diseased and dead neurons
c) regenerate damaged neurons
d) provide axons with myelin sheaths
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Does the Nervous System Work?
284. Which of the following statements about neurons is TRUE?
a) Neurons are held in place by glial cells.
b) The body contains approximately 300 million neurons.
c) Neurons in the brain are exactly alike.
d) Neurons send messages through the process of reuptake.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Does the Nervous System Work?
285. The majority of the brain's cells come in two types. These two types are _______ which are approximately 10 times more prevalent than _________.
a) glial cells; neurons
b) neurons; glial cells
c) dendrites; neurons
d) axons; glial cells
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Does the Nervous System Work?
286. When looking at the differences between these two parts of the neuron, it is important to realize that _________ actively receive information and pass it to the cell body, while _________ work to convey information to other cells.
a) dendrites; terminal buttons
b) terminal buttons; dendrites
c) axons; cell bodies
d) dendrites; axons
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Does the Nervous System Work?
287. When communicating between neurons, which part of the neuron is used to release chemicals known as neurotransmitters?
a) cell body
b) terminal buttons
c) dendrites
d) nodes
Bloomcode: Comprehension
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Does the Nervous System Work?
288. Regarding the similarities and differences among neurons, which of the following statements is correct?
a) Neurons are all approximately the same size.
b) Neurons vary in the number of axons they contain.
c) Neurons all have about the same number of dendrites.
d) All neurons can produce and send electrical signals.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Does the Nervous System Work?
289. Which of the following is NOT a difference between neurons?
a) They can be large, while others are very small.
b) They can have distinct functions.
c) Some can have many dendrites, while others have only one.
d) Some are covered by a membrane that surrounds the entire neuron, others are not.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Does the Nervous System Work?
290. Which of the following statements about neurons is FALSE?
a) Neurons are covered by a specialized membrane.
b) Neurons outnumber glia by a factor of about 10 to 1.
c) Neurons communicate with other neurons using chemical signals.
d) Neurons communicate with other neurons using electric signals.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Does the Nervous System Work?
291. Which of the following statements about neurons is true?
a) Neurons are the only cells in the nervous system.
b) Neurons outnumber glia by a factor of about 10 to 1.
c) Neurons communicate with other neurons using chemical and electrical signals.
d) Neurons can have more than one axon.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Does the Nervous System Work?
292. Perhaps the main reason that neurons can communicate quickly over relatively great distances within the body is the fact that some neurons contain
a) a long axon.
b) a large cell body.
c) many dendrites.
d) a variety of neurotransmitters.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Does the Nervous System Work?
293. An axon is a(n)
a) neuron’s cell body.
b) branch-like fibre extending in clusters from a neuron’s cell body.
c) support cell in the nervous system.
d) long, tube-like structure extending from a neuron’s cell body.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Does the Nervous System Work?
294. Axons typically function to
a) house the chromosomes that contain genetic material.
b) collect input from other neurons.
c) carry information away from the cell body toward the terminal buttons.
d) fuse with the neuronal membrane and release neurotransmitters into the synapse.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Does the Nervous System Work?
295. The branch-like fibres extending in clusters from the neuron’s cell body are called ___.
a) axons
b) nodes of Ranvier
c) glia
d) dendrites
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Does the Nervous System Work?
296. Cynthia reached for her coffee. She took a drink and scalded her tongue. Which part of Cynthia's neurons received the message that the coffee was hot?
a) dendrites
b) mitochondria
c) myelin sheath
d) terminal buttons
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Does the Nervous System Work?
297. Which structures are especially important for communication between one neuron and another?
a) axons only
b) dendrites only
c) axons and dendrites
d) axons, dendrites, and glia
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Does the Nervous System Work?
298. Dendrite is to axon as ___ is to ___.
a) receiving; sending
b) sending; receiving
c) glial cell; neuron
d) neuron; glial cell
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Does the Nervous System Work?
299. Each of the following primarily serve a defensive function for the cell EXCEPT
a) neuron membrane
b) glial cells
c) organelles
d) vesicles
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Does the Nervous System Work?
300. Which of the following sequences accurately reflects the route followed by nerve impulses when one neuron communicates with another?
a) dendrite 🡪 axon 🡪 cell body
b) dendrite 🡪 cell body 🡪 axon
c) axon 🡪 cell body 🡪 dendrite
d) axon 🡪 dendrite 🡪 cell body
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Does the Nervous System Work?
301. Compare your forearm, hand, and fingers to a neuron. Using such a metaphor, with a signal entering from your fingers, the dendrites are to your ___ as the axon is to your ___.
a) fingers; hand
b) fingers; forearm
c) knuckles; hand
d) knuckles; forearm
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Does the Nervous System Work?
302. Andy’s friends are helping him to understand the flow of information in a neuron by each pretending to be a different part: Andy will play the role of the cell body, Grayson will be the dendrites, Sadie will pretend to be the terminal buttons, and Lyle will be the axon. Now Andy needs to make his friends hold hands in the right order so that he can complete the flow. Which of the following is the correct order?
a) Grayson, Andy, Lyle, Sadie
b) Andy, Lyle, Sadie, Grayson
c) Lyle, Sadie, Grayson, Andy
d) Sadie, Grayson, Andy, Lyle
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Does the Nervous System Work?
303. How are dendrites and terminal buttons different from one another?
a) Dendrites receive information from other cells, while the terminal buttons transmit information to other cells.
b) Dendrites receive information from other cells, while the terminal buttons distribute information throughout the neuron.
c) Dendrites distribute information to other cells, while the terminal buttons distribute information within the cell.
d) Dendrites pass information to the myelin sheath, while terminal buttons pass information to the cell body.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Does the Nervous System Work?
304. Aino is a psychology student admiring a cherry tree in full bloom. She notices how the shape of the tree is very much like a neuron, with branches like dendrites. If this analogy were correct, what would the trunk of the tree correspond to?
a) the terminal buttons
b) the axon
c) the myelin sheath
d) the cytoplasm
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Does the Nervous System Work?
305. Students in a psychology study group are discussing the flow of information in a neuron. Which of the following students is right?
a) Scarlett says that information is received by the dendrites, then this is sent on to the cell body, then it travels down the axon and finally reaches the terminal buttons.
b) Addison says that information is received by the cell body, then this is sent down the axon, where it branches off at the dendrites until it finally reaches the terminal buttons.
c) Hunter says that information is received by the terminal buttons, then this is sent down the axon to the cell body, where it exits via one of the many dendrites.
d) Desmond says that information is received by the axon, then this is sent on to the terminal buttons via the dendrites until it is finally processed by the cell body.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Does the Nervous System Work?
306. Mikiko has invented a game for her psychology study group to learn the facts about cells in the nervous system. She made a bunch of cards, each containing one fact about a cell, and this fact could be true or false. If the fact on the card is true, the group should say nothing, but if it is false the first one to say so gets 10 points. If Mikiko read the facts you see below, for which one would you receive 10 points?
a) Neurons are involved in neural communication.
b) Neurons can be as long as 1.5 metres.
c) Neurons are covered by a special membrane.
d) Neurons are filled with cerebrospinal fluid.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Does the Nervous System Work?
307. What is the main difference between a multipolar, bipolar, and unipolar neuron?
a) the number of extensions protruding from the cell body
b) the length of the axons
c) the number of dendrites communicating with the trigger zone
d) the number of organelles in the cell body
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Does the Nervous System Work?
308. The nervous system contains NOT only neurons, but also other cells called ___.
a) axons
b) glia
c) dendrites
d) myelin
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Does the Nervous System Work?
309. Which of the following is NOT true about glial cells?
a) They control the nutrient supply to neurons.
b) They modulate neurotransmission.
c) They make up the myelin sheath of axons.
d) They outnumber neurons throughout the brain.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Does the Nervous System Work?
310. Jasper is writing a book all about glial cells. What would be a good title for his book?
a) Glia – The Boss of Brain Communication
b) How to Protect Yourself from Neurogenesis
c) Glia – So Much More than Just Glue
d) Do not Sneeze! Your Glia is Loose!
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Does the Nervous System Work?
311. Kelsea is writing a book titled “XXXXX – So Much More Than Just Glue”. What does the ‘XXXXX’ correspond to?
a) Neurons
b) Cerebrospinal Fluid
c) Glial Cells
d) Multipolar Cells
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Does the Nervous System Work?
312. Which of the following is true about glial cells?
a) They outnumber neurons throughout the brain.
b) Schwann cells are found in the central nervous system.
c) They have no role in neurotransmission.
d) They control the nutrient supply to neurons.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Does the Nervous System Work?
313. Which of the following is NOT a function of glial cells?
a) Buffer neurons from the rest of the body.
b) Release chemicals as part of neurotransmission.
c) Control the nutrient supply to neurons.
d) Destroy and remove dead and diseased neurons.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Does the Nervous System Work?
314. Microglia cells are responsible for which of the following functions?
a) forming glial scars
b) forming myelin
c) forming the blood brain barrier
d) cleaning up dead or degenerating cells
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Does the Nervous System Work?
315. What critical role does an oligodendroglia cell fulfill?
a) providing the myelin sheath
b) line the walls of ventricles
c) creation of the blood-brain barrier
d) repairs the axon terminals after neurotransmitter release
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Does the Nervous System Work?
316. Which of the following provides both the correct name and the correct function of one of the types of glia?
a) astroglia – clean up the debris of dead cells
b) oligodendroglia – provide the myelin sheath
c) microglia – create the blood-brain barrier
d) Shwann cells – create and secrete cerebrospinal fluid
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Does the Nervous System Work?
317. Which of the following provides both the correct name and the correct function of one of the types of glia?
a) astroglia – create the blood-brain barrier
b) oligodendroglia – create and secrete cerebrospinal fluid
c) microglia – provide the myelin sheath
d) Schwann – clean up the debris of dead cells
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Does the Nervous System Work?
318. Oligodendroglia are to ___ as Schwann cells are to ___.
a) peripheral nervous system; central nervous system
b) central nervous system; peripheral nervous system
c) peripheral nervous system; autonomic nervous system
d) autonomic nervous system; peripheral nervous system
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Does the Nervous System Work?
319. Astroglia are to ___ as ependymal are to ___.
a) myelin; stem cell
b) stem cell; myelin
c) blood-brain barrier; blood-cerebral spinal fluid barrier
d) blood-cerebral spinal fluid barrier; blood-brain barrier
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Does the Nervous System Work?
320. Which of the following is true regarding oligodendroglia and Schwann cells?
a) The oligodendroglia are found in the peripheral nervous system; Schwann cells are found in the central nervous system.
b) Both cells protect the neuron from demyelinating chemicals released by neighbouring cells.
c) They both form myelin.
d) They both produce cerebrospinal fluid.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Does the Nervous System Work?
321. What is the main difference between Schwann cells and oligodendroglia cells?
a) Schwann cells make up the blood-brain barrier, oligodendroglia cells make up the blood-cerebrospinal fluid barrier.
b) Schwann cells myelinate the peripheral nervous system, oligodendroglia cells myelinate the central nervous system.
c) Schwann cells are found on multipolar neurons; oligodendroglia cells are found on bipolar neurons.
d) Schwann cells contain more dendrites than axons, oligodendroglia cells contain more axons than dendrites.
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Does the Nervous System Work?
322. What critical role does an astroglia cell fulfill?
a) providing the myelin sheath
b) line the walls of ventricles
c) creation of the blood-brain barrier
d) repairs the axon terminals after neurotransmitter release
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Does the Nervous System Work?
323. Dr. Labelle has discovered a new primate species that does NOT have any astroglia cells. What can Dr. Labelle say for sure about this species?
a) Their neurons are damaged.
b) Their have no cerebrospinal fluid.
c) They have no blood-brain barrier.
d) They have multiple sclerosis.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Does the Nervous System Work?
324. Dr. Nikoto has discovered a new ape species that does NOT have any ependymal cells. What can Dr. Nikoto say for sure about this species?
a) Their neurons are damaged.
b) Their have no cerebrospinal fluid.
c) They have no blood-brain barrier.
d) They have multiple sclerosis.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Does the Nervous System Work?
325. What is the main difference between astroglia cells and ependymal cells?
a) Astroglia cells make up the blood-brain barrier, ependymal cells make up the blood-cerebrospinal fluid barrier.
b) Astroglia cells myelinate the peripheral nervous system, ependymal cells myelinate the central nervous system.
c) Astroglia cells are found on multipolar neurons, ependymal cells are found on bipolar neurons.
d) Astroglia cells contain more dendrites than axons, ependymal cells contain more axons than dendrites.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Does the Nervous System Work?
326. What happens if the myelin sheath is damaged?
a) neural transmission speeds up
b) more action potentials are fired
c) decreased removal of diseased or damaged neurons from the nervous system
d) inefficient transmission of electrical information among neurons
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Does the Nervous System Work?
327. Mahalia has a problem with her ependymal cells. What part of her body is likely affected?
a) myelin sheath
b) blood-brain barrier
c) axon terminals
d) blood-cerebrospinal fluid barrier
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Does the Nervous System Work?
328. Electrical wires are generally protected by a tube of plastic. A similar insulating function is performed in the nervous system by
a) myelin.
b) neurotransmitters
c) nodes of Ranvier.
d) vesicles.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Does the Nervous System Work?
329. What would happen if the dendrites of a neuron did not work properly?
a) The neuron would not be able to receive information from other neurons.
b) The neuron would not have any myelin sheath.
c) The neuron would not be able to release any neurotransmitters.
d) The neuron would not have any cytoplasm in the cell body.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Does the Nervous System Work?
330. Which of the following best describes the relationship between glial cells and multiple sclerosis (MS)?
a) MS is caused by an excessive growth of Schwann cells.
b) MS is caused by too few ependymal cells.
c) MS is caused by a buildup of myelinating glial cells.
d) MS is caused by the death of myelinating glial cells.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Does the Nervous System Work?
331. Unfortunately, Tanner’s oligodendroglia cells are slowly being destroyed due to a progressive disease. What disease do you think Tanner has?
a) Muscular dystrophy
b) Parkinson’s disease
c) Multiple Sclerosis
d) Alzheimer’s disease
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Does the Nervous System Work?
332. Rada has been advised that she has a demyelinating disease. Which cells in Rada’s body would be most directly affected?
a) oligodendroglia and Schwann cells
b) Schwann cells and ependymal cells
c) ependymal cells and astroglia
d) oligodendroglia and ependymal cells
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Does the Nervous System Work?
333. Taabish has been experiencing a range of symptoms including vision loss, pain, and muscle weakness. Her doctor diagnoses her with a disease that is affecting her glial cells. Which of the following might Taabish have?
a) Alzheimer’s disease
b) Parkinson’s disease
c) Multiple Sclerosis
d) Huntington’s disease
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Does the Nervous System Work?
334. A small appliance repair person is trying to figure out why a toaster is not working properly. She discovers that, for some of the main wires, the insulating coating has worn away and, therefore, the electrical signals are no longer able to go through to the motor. If the toaster were analogous to the human nervous system, why might it not be functioning properly?
a) The dendrites have died, so signals are not being transmitted properly. The person has Parkinson’s disease.
b) The microglia have stopped supplying nutrients and oxygen to the motor areas of the brain. The person has Parkinson’s disease.
c) The oligodendroglia and Schwann cells have begun to die so signals are not being transmitted properly. The person has multiple sclerosis.
d) The ependymal and astroglia have begun to erode so signals are not being transmitted properly. The person has multiple sclerosis.
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Does the Nervous System Work?
335. A neuron is a(n) ________ whereas a nerve is a(n) _____.
a) dendrite; axon
b) cell body; autonomic conductor
c) individual cell; bundle of axons
d) trait; action
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Do Neurons Work?
336. Neurotransmitters pass from the sending neuron to the receiving neuron by passing across the
a) synaptic gap.
b) vesicle.
c) nucleus.
d) membrane.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
337. A synapse is a
a) chemical.
b) signal.
c) joint.
d) gap.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
338. The term polarized means that when the neuron is at rest
a) the inside of the neuron is negatively charged compared to the outside.
b) the outside of the neuron is negatively charged compared to the inside of glia cells.
c) the inside and the outside of the neuron are equally charged.
d) it is incapable of being charged.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Do Neurons Work?
339. When a neuron is inactive and the inside of the neuron is negatively charged compared to the outside of the neuron, we say that the neuron is
a) depolarized.
b) polarized.
c) hyperpolarized.
d) hypopolarized.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Do Neurons Work?
340. Which of the following is NOT true of the resting potential of a neuron?
a) It varies within a given neuron from -50 mv to -80mv.
b) It represents the fact that the outside of the cell is more negative than inside the cell.
c) When a neuron is inactive, it is polarized.
d) Sodium, chloride, potassium, and anions contribute to the resting potential.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Do Neurons Work?
341. If the resting potential of a cell is -50 mV, and the charge outside the cell is 100 mV, what would the charge be inside the cell?
a) 150 mV
b) 50 mV
c) -50 mV
d) -150 mV
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
342. Because the intracellular fluid has more negative ions than the extracellular fluid, this results in
a) a negative resting potential.
b) more action potentials.
c) a greater concentration gradient.
d) repolarization.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
343. The credit for the negative resting potential of a neuron can go to
a) electrostatic pressure and diffusion.
b) ion channels and concentration gradients.
c) the sodium-potassium pump and selective permeability.
d) repolarization and depolarization.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
344. If the resting potential of a neuron were simply the result of electrostatic pressure and diffusion, what would it be?
a) negative
b) positive
c) neutral
d) It is impossible to predict with the information given.
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
345. Which of the following is true when a neuron is at rest?
a) Sodium, potassium, chloride, and anions are equally distributed outside and inside the cell.
b) Sodium and potassium are in higher concentration outside the cell; chloride and anions are in higher concentration inside the cell.
c) Sodium and anions are in higher concentration outside the cell; potassium and chloride are in higher concentration inside the cell.
d) Sodium and chloride are in higher concentration outside the cell; potassium and anions are in higher concentration inside the cell.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
346. Action potential is synonymous with
a) neural impulse.
b) glial cell.
c) axon.
d) terminal button.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
347. Leslie likes to use analogies to help herself remember ideas. She decides to think of neural communication within the neuron as being MOST like which of the following?
a) a crowd of people crossing the street
b) traffic waiting at a red light
c) sports fans doing the "wave" at a stadium
d) a person making a phone call
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
348. An action potential is generated when a sudden influx of positive sodium (Na+) ions _______ the axon membrane.
a) depolarizes
b) polarizes
c) hyperpolarizes
d) repolarizes
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
349. When a typical axon becomes depolarized there is a sudden influx of _______ changing the previously negative charge inside the axon to approximately +50 millivolts.
a) anions (A-)
b) potassium (K+)
c) chloride (Cl-)
d) sodium (Na)
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
350. What would happen to the resting potential of a neuron if the sodium ion channels on a membrane were permanently closed (i.e., unable to open)?
a) It would constantly fire action potentials.
b) It would have a longer refractory period after an action potential.
c) It would be hyperpolarized.
d) It would have a higher threshold of activation.
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
351. What would happen to the resting potential of a neuron if the sodium ion channels on a membrane were permanently open?
a) It would be depolarized.
b) It would have a longer refractory period after an action potential.
c) It would be hyperpolarized.
d) It would have a higher threshold of activation.
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
352. Why is the resting potential of a neuron negative?
a) because neurons send more information than they receive
b) because neurons are always depleted of the neurotransmitters they continually send
c) because the intracellular fluid has a more negative charge than the extracellular fluid
d) because the neuron is always working to maintain a concentration gradient of 0
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
353. What two factors contribute to the negative resting potential of a neuron?
a) diffusion and electrostatic pressure
b) concentration gradient and ion channels
c) selective permeability and sodium-potassium pump
d) hyperpolarization and depolarization
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
354. What is the resting potential of a neuron?
a) –100 millivolts
b) –70 millivolts
c) 70 millivolts
d) 100 millivolts
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
355. A neuron’s resting potential is ___ mV, reflecting the higher concentration of ___ ions outside the cell.
a) –70; chloride
b) –70; sodium
c) +50; chloride
d) +50; sodium
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
356. Neurons communicate via
a) electrical signals.
b) chemical signals.
c) both a and b.
d) none of the above
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
357. The difference in the concentration of sodium ions inside and outside the neuron is called the ___.
a) electrostatic pressure
b) resting potential
c) concentration gradient
d) ionic differential
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
358. The fact that ions of opposite charges attract each other whereas ions of the same charge repel each other establishes ___.
a) electrostatic pressure
b) a resting potential
c) the concentration gradient
d) an ionic differential
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
359. The overall charge inside a neuron differs from the overall charge outside the neuron causing a difference in charge across the neuron membrane. This is known as the
a) neuronal imbalance equation.
b) disequilibration equalization.
c) law of fundamental inequity.
d) membrane potential.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
360. The term membrane potential refers to the difference in the electrical potential
a) between the axon and the cell body.
b) between the inside and outside of the cell.
c) between the receiving and sending cells.
d) between the axon and the terminal buttons.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
361. One of the major consumers of the glucose the brain uses for energy is
a) synaptic vesicles.
b) hormones.
c) sodium potassium pumps.
d) neurotransmitter receptors.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
362. Which of the following does NOT contribute the uneven distribution of charges across the membrane?
a) Ions can flow freely across the membrane.
b) Specialized ion channels allow some ions to pass into and out of the cell.
c) The membrane exhibits selective permeability.
d) They all contribute.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
363. Which of the following accurately reflects the process by which sodium potassium pumps maintain the resting charge of a neuron?
a) It pumps three NA+ ions out and allows two K+ ions in.
b) It pumps three K+ ions out and allows two NA+ ions in.
c) It pumps three K+ out and allows three NA+ ions in.
d) It pumps two K+ out and allows two NA+ in.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
364. An action potential is generated when
a) the sodium-potassium pump turns on.
b) the threshold of excitation is reached.
c) potassium flows into the cell.
d) the cell becomes hyperpolarized.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
365. Which of the following statements is true regarding action potentials?
a) The strength of action potentials can vary dramatically.
b) Action potentials occur at a constant rate.
c) The strength of action potentials does not vary.
d) Regardless of their rate of occurrence, action potentials fire at a steady rhythm.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
366. Which of the following is NOT accurate about the action potential?
a) Action potentials are graded in that they can be weaker or stronger depending on the level of stimulation.
b) Action potentials occur at different rates.
c) Action potentials are caused by a sudden influx of sodium ions into the cell.
d) After an action potential occurs, during the absolute refractory period, the neuron is unable to fire again.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
367. An action potential is a sudden ___ change in the electrical charge of a neuron’s ___.
a) positive; axon
b) positive; dendrites
c) negative; axon
d) negative; dendrites
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
368. During an action potential, ___ ions rush into a neuron, ultimately resulting in a charge of about ___ mV.
a) chloride; –70
b) calcium; –70
c) sodium; +50
d) potassium; +50
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
369. How is a neuron’s resting potential restored after an action potential has passed a segment of the axon?
a) Sodium ions are pumped into the cell.
b) Chloride ions are pumped into the cell.
c) Sodium ions are pumped out of the cell.
d) Potassium ions are pumped out of the cell.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
370. Elodie is sitting on a subway and imagines the train is a neuron undergoing an action potential. In her analogy, the people are ions, and as the doors open, the people rush onto the train, and this causes the train to move (or neuron to fire). What type of ion would the people represent?
a) potassium
b) calcium
c) sodium
d) dopamine
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
371. Which of the following statements is true with respect to an axon’s ability to fire immediately following an action potential?
a) The axon cannot fire during the absolute refractory period. It can fire during the relative refractory period no matter how strong the stimulus is.
b) The axon cannot fire during either the absolute or the relative refractory period.
c) The axon can fire during either the absolute or the relative refractory period no matter how strong the stimulus is.
d) The axon cannot fire during the absolute refractory period. It can fire during the relative refractory period given a strong enough stimulus.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
372. What causes the refractory period of a neuron?
a) Excessive sodium flows out of the neuron after it fires.
b) Excessive sodium enters the neuron after it fires.
c) Excessive potassium enters the neuron after it fires.
d) Excessive potassium flows out of the neuron after it fires.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
373. Na’ima is plotting the charge of a polarized neuron on a graph. Which of the following would be right?
a) It would have a positive charge.
b) It would have a negative charge.
c) It would have no charge in this resting state.
d) The charge would fluctuate randomly over time.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
374. Less negative is to ___ as more negative is to ___.
a) hyperpolarization; depolarization
b) depolarization; hyperpolarization
c) hyperpolarization; hyperpolarization
d) depolarization; depolarization
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
375. If a cell is more greatly influenced by excitatory than inhibitory neurotransmitters, _____________ will occur.
a) the threshold of excitation
b) an action potential
c) depolarization
d) hyperpolarization
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
376. Excitatory postsynaptic potentials is to ___ as inhibitory postsynaptic potentials is to ___.
a) hyperpolarization; depolarization
b) depolarization; hyperpolarization
c) repolarization; absolute refractory
d) absolute refractory; repolarization
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
377. The net effect of excitatory and inhibitory signals is known as ___.
a) depolarization
b) hyperpolarization
c) threshold of excitation
d) summation
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
378. Enzo is trying to see if he can afford to play paintball on the weekend. He looks at all the money he earned and all the money he spent. When he is done, he decides that he cannot play paintball at this time. If Enzo were analogous to a neuron, he would have just gone through the process of
a) presynaptic potentiation.
b) post synaptic potentiation.
c) summation.
d) depolarization.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
379. A signal that increases the chance the neuron will fire is called a ___.
a) excitatory presynaptic potential
b) inhibitory presynaptic potential
c) excitatory postsynaptic potential
d) inhibitory postsynaptic potential
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
380. A signal that decreases the chance the neuron will fire is called a ___.
a) excitatory presynaptic potential
b) inhibitory presynaptic potential
c) excitatory postsynaptic potential
d) inhibitory postsynaptic potential
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
381. Which of the following statements accurately captures a contrast between action potentials and postsynaptic potentials?
a) Action potentials may be graded in strength. Postsynaptic potentials are all-or-none events.
b) Action potentials can become stronger or weaker with experience. Postsynaptic potentials cannot.
c) Whereas action potentials are depolarizing, postsynaptic potentials may be either depolarizing or hyperpolarizing.
d) Whereas action potentials are depolarizing, postsynaptic potentials are hyperpolarizing.
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
382. Gabi has painstakingly made some neuroscience flashcards to help her study group prepare for an upcoming test. Brent picks up a card. “Nodes of Ranvier” is written on the front. Which of the following phrases should he see when he turns over the card?
a) the myelinated portions of an axon
b) the unmyelinated portions of an axon
c) spheres in an axon terminal from which neurotransmitters are released
d) a group of neurons within a neural network
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
383. The surface of the axon is exposed to the extracellular fluid at the __________, __________ conduction in a process known as __________.
a) ion channels; speeding; neural transmission
b) nodes of Ranvier; speeding; saltatory conduction.
c) refractory protuberances; slowing; neural transmission
d) axon Hillocks; slowing; saltatory conduction
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
384. Each of the statements below is true regarding action potentials and the all-or-none principle states EXCEPT one. Which statement is NOT true?
a) Action potentials are graded.
b) Action potentials can be neither weak nor strong.
c) When the membrane potential reaches the threshold of excitation at the axon hillock an action potential is initiated.
d) An action potential occurs or does not occur.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
385. Given the all-or-none principle, how can a neuron pass on information about a stimulus that varies in intensity?
a) A more intense stimulus will cause the neuron to fire a bigger action potential.
b) A more intense stimulus will cause more sodium ions to flow into the membrane.
c) A more intense stimulus will cause the neuron to fire more often.
d) A more intense stimulus will cause more inhibition of neighbouring neurons.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
386. Action potentials are not graded but neurons can send information regarding the intensity of a stimulus. How do neurons do this??
a) Stronger stimuli create stronger action potentials.
b) Stronger stimuli cause more sodium ions to flow into the membrane.
c) Stronger stimuli cause neuronal suppression n neighbouring neurons.
d) Stronger stimuli cause more neurons to fire and to fire more often.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
387 Which of the following most closely represents the way in which receptor sites on dendrites recognize neurotransmitters?
a) the way a key fits a lock
b) how a lamp lights a room
c) the way an alarm clock goes off
d) the way a door opens
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
388. A typical reaction to the receiving of a neurotransmitter is
a) a change in the electrical charge of the membrane of the sending neuron.
b) a change in the electrical charge of the membrane of the receiving neuron.
c) a neutralization of the electrical charge of the membrane in the sending neuron.
d) a neutralization of the electrical charge of the membrane in the receiving neuron.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
389. A certain neurotransmitter receptor receives an excitatory neurotransmitter called dopamine. Based on your text’s discussion, which of the following statements is most likely true concerning this receptor’s action?
a) This receptor can probably receive only dopamine.
b) This receptor can probably receive any neurotransmitter.
c) This receptor can probably receive not only dopamine, but a few other excitatory neurotransmitters as well.
d) This receptor can probably receive any excitatory neurotransmitter.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
390. What would happen if the axon terminals malfunctioned?
a) The neuron would not be able to receive information from other neurons.
b) The neuron would not have any myelin sheath.
c) The neuron would not be able to release any neurotransmitters.
d) The neuron would not have any cytoplasm in the cell body.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
391. Neurotransmitter receptors are found on the ___ of ___ neurons.
a) nodes of Ranvier; presynaptic
b) axons; presynaptic
c) axons; postsynaptic
d) dendrites; postsynaptic
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
392. With respect to neurotransmission, release is to receive as ___ is to ___.
a) postsynaptic; presynaptic
b) dendrite; axon
c) vesicle; receptor
d) receptor; vesicle
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
393. Inefficient transmission of electrical information among neurons occurs if
a) the terminal button ran out of neurotransmitters.
b) the myelin sheath is damaged.
c) the neuron has too many dendrites.
d) the axon is too long.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
394. In what way does the nicotine in cigarettes affect our neurotransmitter functioning?
a) Nicotine mimics the effect of the neurotransmitter acetylcholine, so the post-synaptic neuron responds as if it had been stimulated by acetylcholine.
b) Nicotine inhibits the effect of acetylcholine on the receiving neuron, thus blocking the effects of acetylcholine on the post-synaptic neuron.
c) Nicotine triggers the gene responsible for addictive behaviors, thus creating chaos among neurons.
d) Nicotine suppresses the gene responsible for self-control, thus slowing down neuron communication.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
395. Kaori is taking a stimulant medication for treatment of attention deficit disorder. Which neurotransmitter will be affected by the drug?
a) serotonin
b) norepinephrine
c) dopamine
d) GABA
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
396. Davon has been prescribed the drug Paxil as treatment of his depression. Which neurotransmitter would the drug act upon?
a) dopamine
b) serotonin
c) GABA
d) glutamate
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
397. Gabriel is taking a drug to treat an anxiety disorder. Which neurotransmitter is most likely to be influenced?
a) glutamate
b) serotonin
c) dopamine
d) GABA
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
398. Jonathon is scheduled for a minor surgery with ketamine being used as an anesthetic. Which neurotransmitter will be affected?
a) glutamate
b) serotonin
c) dopamine
d) GABA
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
399. High levels of the neurotransmitter ________ is associated with schizophrenia.
a) dopamine
b) acetylcholine
c) serotonin
d) epinephrine
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
400. Serotonin is a neural transmitter that contributes to feelings of well-being and happiness. The action of serotonin in neurons is terminated by its uptake in receptor cells. In some people serotonin levels are too low, and doctors prescribe chemicals called serotonin reuptake inhibitors to increase serotonin levels. Of the following symptoms, evaluate the one most likely to make a doctor prescribe such chemicals.
a) Depression
b) Schizophrenia
c) Broca's aphasia
d) Parkinson's disease
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
401. The neurotransmitter oxytocin, which motivates a desire to interact with other people, is also released when people pet dogs. Low levels of oxytocin are found in some (but not all) people who have social anxiety. Evaluate the following statements about people with social anxiety (discomfort and fear of meeting people) and dogs, then decide which best fits the facts mentioned in the first part of this question.
a) People with social anxiety should avoid owning a dog, because the demands of caring for an animal would increase stress levels.
b) People with social anxiety should force themselves to interact with other people and not rely on a dog for companionship.
c) People with social anxiety should avoid contact with dogs, because they will be afraid of animals as well.
d) People with social anxiety may be helped in their interactions with others if they own a dog.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
402. Which of the following treatments would be the most effective for controlling the symptoms of Parkinson’s disease?
a) a medication that increases levels of the neurotransmitter dopamine
b) a medication that decreases levels of the neurotransmitter epinephrine
c) a medication that controls blood sugar levels in the pancreas
d) a medication that increases the hormone cortisol
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
403. Riley and Bash went to school together. During their senior year Riley started having odd hallucinations and was eventually diagnosed with schizophrenia. Bash had a very hard senior year as well, especially after his father passed away. By the end of senior year, Bash was on medication for severe depression. What assumption could be made about their respective neurotransmitter levels of dopamine and/or serotonin?
a) Riley had high levels of dopamine, while Bash had low levels of serotonin.
b) Riley had low levels of dopamine, while Bash had low levels of serotonin.
c) Both Riley and Bash had high levels of dopamine.
d) Both Riley and Bash had high levels of serotonin.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
404. Ned has just been bitten by a snake. Soon he finds it difficult to move his arms and legs. He hears people in the distance coming to help and is glad because he knows that if he soon does not have an antidote he will die. The venom from the snake is likely interfering with the action of the neurotransmitter
a) dopamine.
b) acetylcholine.
c) norepinephrine.
d) GABA.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
405. A drug used since the mid-1960’s as a surgical anesthetic and now used to treat fears and phobias, targets the receptors of the neurotransmitter _____________.
a) dopamine
b) serotonin
c) glutamate
d) GABA
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
406. Ferdinand has been diagnosed with Parkinson’s disease and, therefore, has difficulty with fluid movement. Cells containing which neurotransmitter have been damaged by this disease?
a) dopamine
b) serotonin
c) acetylcholine
d) norepinephrine
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
407. Savannah has been prescribed an antidepressant. The medication probably ___ the activity of the neurotransmitter ___ in Savannah’s brain.
a) decreases; serotonin
b) increases; serotonin
c) decreases; norepinephrine
d) increases; norepinephrine
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
408. Parkinson’s disease is the result of progressive degeneration of cells that contain ___.
a) serotonin
b) dopamine
c) norepinephrine
d) acetylcholine
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
409. Which neurotransmitter is correctly matched with the area of the brain in which it especially prevalent?
a) dopamine – reticular formation
b) serotonin – substantia nigra
c) norepinephrine – locus coeruleus
d) norepinephrine – thalamus
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
410. Mr. Acharya has been diagnosed with depression. Mrs. Benitez suffers from Parkinson’s disease. Mr. Acharya may be helped by drugs that increase the activity of the neurotransmitter ___. Mrs. Benitez is more likely to be prescribed a drug that elevates the activity of the neurotransmitter ___.
a) serotonin; dopamine
b) dopamine; serotonin
c) norepinephrine; dopamine
d) serotonin; norepinephrine
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
411. Dr. Velay just told his patient that she suffers from an abnormally low level of serotonin. What diagnosis is Dr. Velay most likely to give his patient?
a) Parkinson’s disease
b) Huntington’s disease
c) multiple sclerosis
d) depression
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
412. People who suffer with depression often report a loss of appetite and a change in their sleep patterns. This is most likely because of the involvement of the neurotransmitter
a) dopamine.
b) serotonin.
c) norepinephrine.
d) glutamate.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
413. After eating mushrooms that he picked in the forest, Mateo begins to experience paralysis of his arms and legs. Which of the following is most likely to be true?
a) Mateo likely has botulism which is preventing his axons from releasing serotonin.
b) Mateo is likely having an allergic reaction which is preventing his axons from releasing norepinephrine.
c) Mateo likely has botulism which is preventing his axons from releasing acetylcholine.
d) Mateo likely has botulism which is preventing his axons from releasing dopamine.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
414. Isla has just had a Botox treatment around her mouth and on her forehead. Botox works by interfering with the action of the neurotransmitter.
a) acetylcholine
b) glutamate
c) serotonin
d) dopamine
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
415. Which neurotransmitter has a key role in reward learning?
a) dopamine
b) serotonin
c) glutamate
d) norepinephrine
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
416. Devin has just been diagnosed with Parkinson’s disease. Which of the following will his neurologist explain to Devin?
a) His neurons are releasing too much dopamine.
b) His dopamine receptors are being blocked by enzymes.
c) There is excessive dopamine reuptake occurring in his presynaptic cells.
d) The neurons in his brain that release dopamine are dying.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
417. Zack has been diagnosed with schizophrenia. Which of the following accurately represents what is happening in Zack’s brain?
a) His neurons are releasing too much dopamine.
b) His dopamine receptors are being blocked by enzymes.
c) He has an excess amount of the enzyme that breaks down dopamine.
d) His dopamine receptors are blocked.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
418. Parkinson’s is to _________ as schizophrenia is to ____________.
a) too little serotonin; too much serotonin
b) too much serotonin; too little serotonin
c) too much dopamine; too little dopamine
d) too little dopamine; too much dopamine
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
419. Which of the following is TRUE of excess neurotransmitters?
a) They move more slowly than normal.
b) They are absorbed through a process called reuptake.
c) They remain in the synaptic gap.
d) They carry only inhibitory messages.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
420. Which of the following best describes the relationship between enzymatic degradation and reuptake?
a) Both help neurotransmitters bind to the receptors.
b) Enzymatic degradation breaks down enzymes, so neurotransmitters can be taken back into the presynaptic cell.
c) Enzymatic degradation breaks down neurotransmitters, so the postsynaptic cell can reuptake the products for reuse.
d) Both terminate the activity of neurotransmitters.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
421. While reuptake involves recycling neurotransmitters, enzyme degradation involves ___.
a) breaking down neurotransmitters
b) repolarization
c) synaptic pruning
d) inhibiting receptors
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
422. A network refers to the ways in which
a) individual neurons work together in groups.
b) the various structures of individual neurons work together.
c) glial cells work together to send chemical signals.
d) neurons generate action potentials.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
423. Networks of neurons that begin with random connections but become organized to work together are called
a) Hebbian synapses.
b) Hebbian assemblies.
c) Hebbian networks.
d) cell assemblies.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
424. The ________ are points on the axon of some neurons where the myelin is very thin or absent.
a) axons
b) nodes of Ranvier
c) dendrites
d) synaptic gaps
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
425. The nodes of Ranvier refer to the points on the axon of some neurons where ________ is/are very thin or absent.
a) cerebral cortex
b) myelin
c) dendrites
d) glial cells
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
426. Which of the following statements is true regarding neural networks?
a) Neural networks underlie everything except complex cognitive behaviours.
b) Neural networks are innate and therefore resistant to environmental input.
c) Neural networks interact in a random manner with attentional mechanisms.
d) Neural networks that change as a result of experience are called Hebbian synapses.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
427. Millions of neurons working in unison, firing together or in temporal unison, are known collectively as
a) excitatory post synaptic potentials (EPSPs).
b) neural networks.
c) neural webs.
d) pulsed assemblies.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
428. Synapses that change because of input or experience are known as ___.
a) Hebbian synapses
b) neuroplastic synapses
c) cell assemblies
d) neural networks
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
429. What have neuroscientists focused on to better understand the neural circuits involved in learning and memory?
a) Hebbian synapses
b) stem cells
c) specific neurotransmitters
d) the action potential
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
430. Donald Hebb described networks of neurons underlying complex behaviours as ___.
a) Hebbian synapses
b) cell assemblies
c) neuroplastic networks
d) Hebbian assemblies
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
431. Our ability to change how our brain works, for instance by learning a new language, is a process called
a) neuroplasticity.
b) neurogenics.
c) neurothesis.
d) neuroscience.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
432. What is the brain's ability to reorganize and change its structure and function throughout the lifespan, based on use and experience called?
a) Neuroplasticity
b) Action potential
c) Neurogenesis
d) Localization of function
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
433. Which of the following terms is used to refer to change in the nervous system?
a) malleability
b) mutability
c) adaptability
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
434. Changes that occur from repeated release of neurotransmitters is referred to as
a) synaptic malleability
b) neural networking
c) neural plasticity
d) synaptic neuroplasticity
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
435. Dagny suffered a brain injury and did extensive damage to her occipital lobe to the point where she was legally blind. Although her occipital lobe never recovered, she did regain some of her sight, and imaging studies showed that regions of the temporal lobe were now responding to visual environmental stimuli. Dagny’s story is an example of
a) synaptic pruning.
b) postsynaptic potentials.
c) neural networks.
d) neuroplasticity.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
436. Suzanne suffered a traumatic brain injury due to an automobile accident. Although she initially lost her ability to walk, after months of physiotherapy she is now able to walk with a walker. This example demonstrates the concept of
a) adaptability.
b) malleability.
c) neuroplasticity.
d) Hebbian reorganization.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
437. After a serious head injury, Theodore was unable to remember anything from the past four years. Six months later he can now remember everything except for the past year. This example can best be explained through
a) adaptability.
b) Hebbian reorganization.
c) cellular reassembly.
d) neuroplasticity.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
438. Why are the concepts of neuroplasticity and neurogenesis so important to neuroscience?
a) They both illustrate the brain’s ability to adapt and change.
b) They both support the fight or flight response.
c) They both contribute to degenerative spinal diseases.
d) They both cause aggressive behavior in predisposed individuals.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
439. Central nervous system injury is typically divided into two categories. What are these categories?
a) CNS injury; PNS injury
b) traumatic brain injury; acquired brain injury
c) spinal cord injury; brain injury
d) hindbrain injury; forebrain injury
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Explore the neuroscience findings regarding brain injury and the evidence for brain lateralization.
Section Reference: CNS Injury and Brain Lateralization
440. Which of the following would be considered an acquired brain injury?
a) spinal cord injury
b) concussion
c) blow to the head
d) hemorrhagic stroke
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Explore the neuroscience findings regarding brain injury and the evidence for brain lateralization.
Section Reference: CNS Injury and Brain Lateralization
441. Which of the following would be considered a traumatic brain injury?
a) Parkinson’s disease
b) concussion
c) carbon monoxide poisoning
d) meningitis
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Explore the neuroscience findings regarding brain injury and the evidence for brain lateralization.
Section Reference: CNS Injury and Brain Lateralization
442. Reyansh suffered a(n) _____ from a blood leak on the _____. He is experiencing motor and sensory impairments on the left side of his body and is also experiencing reductions in cognitive function.
a) ischemic stroke; right side of his brain
b) hemorrhagic stroke; right side of his brain
c) ischemic stroke; left side of his brain
d) hemorrhagic stroke; left side of his brain
Difficulty: Medium
Bloomcode: Application
Learning Objective: Explore the neuroscience findings regarding brain injury and the evidence for brain lateralization.
Section Reference: CNS Injury and Brain Lateralization
443. Which of the following statements regarding treatment for brain injury is TRUE?
a) Brain injuries cannot be treated due to the blood-brain barrier.
b) Warming the brain immediately following the injury reduces swelling.
c) Drug cocktails used to treat brain injury often do more harm than good.
d) Seeking early medical care is crucial.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Explore the neuroscience findings regarding brain injury and the evidence for brain lateralization.
Section Reference: CNS Injury and Brain Lateralization
444. Which statement about the blood-brain barrier (BBB) is FALSE?
a) The BBB regulates which vital substances can move in and out of the brain.
b) The BBB prevents bacteria, viruses, and toxins from ever entering the brain.
c) The BBB is critical for controlling glucose levels in the brain.
d) The BBB is made up of all of the blood vessels in the brain.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Explore the neuroscience findings regarding brain injury and the evidence for brain lateralization.
Section Reference: CNS Injury and Brain Lateralization
445. Movement based therapies for treating brain injury
a) aim to treat the longer lasting effects of brain damage.
b) aim to restore blood-flow to oxygen-deprived areas in the brain.
c) have little to no impact after the first few days following the injury.
d) are only effective in treating traumatic brain injuries.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Explore the neuroscience findings regarding brain injury and the evidence for brain lateralization.
Section Reference: CNS Injury and Brain Lateralization
446. The left and right hemispheres of the brain are connected by a bundle of fibres called the ___.
a) corpus callosum
b) corpus cerebellum
c) central sulcus
d) striatum
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Explore the neuroscience findings regarding brain injury and the evidence for brain lateralization.
Section Reference: CNS Injury and Brain Lateralization
447. Xander has had his corpus callosum severed to treat his severe epilepsy. After his surgery, researchers approached him with an interest in using him to study
a) neurogenesis.
b) brain lateralization.
c) gender differences in brain volume.
d) the neural networks within each hemisphere.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Explore the neuroscience findings regarding brain injury and the evidence for brain lateralization.
Section Reference: CNS Injury and Brain Lateralization
448. Your left brain does not know what your right brain is doing. It is most likely that your __________________ has been severed.
a) amygdala
b) frontal lobe
c) association cortex
d) corpus callosum
Difficulty: Medium
Bloomcode: Application
Learning Objective: Explore the neuroscience findings regarding brain injury and the evidence for brain lateralization.
Section Reference: CNS Injury and Brain Lateralization
449. What structure is the main pathway for information to pass from one cerebral hemisphere to the other?
a) the prefrontal lobe
b) the hippocampus
c) the corpus callosum
d) the hypothalamus
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Explore the neuroscience findings regarding brain injury and the evidence for brain lateralization.
Section Reference: CNS Injury and Brain Lateralization
450. The evidence for “right-brain” dominant thinking versus “left-brain” dominant thinking indicates that there
a) is no evidence for localization of function.
b) is some localization of function in the hemispheres.
c) the right brain is in charge and dominates the left brain.
d) the left brain is in charge and dominates function of the right brain.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Explore the neuroscience findings regarding brain injury and the evidence for brain lateralization.
Section Reference: CNS Injury and Brain Lateralization
451. Which medical procedure, performed in cases of severe epilepsy, has informed us about the independent functions of the two brain hemispheres?
a) frontal lobotomy
b) split-brain surgery
c) decortication
d) neuroplasty
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Explore the neuroscience findings regarding brain injury and the evidence for brain lateralization.
Section Reference: CNS Injury and Brain Lateralization
452. Your friend confides that he must have split-brain surgery and tells you that he is terrified about the long-term effects of the surgery. You tell him
a) not to worry too much as he will only experience minor difficulties coordinating movements on both sides of their body (e.g., running, clapping).
b) that he has no need to be concerned. Since both sides of the brain receive environmental input most split brain patients show no symptoms in their day-to-day lives.
c) not to have the surgery as most patients experience debilitating symptoms, experiencing competition between hemispheres for control over the body.
d) not to worry. He will just get so that he uses his right hemisphere more than someone without split-brain surgery.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Explore the neuroscience findings regarding brain injury and the evidence for brain lateralization.
Section Reference: CNS Injury and Brain Lateralization
453. Ethan is a split-brain patient who is participating in an experiment. While staring at a fixation point, a picture of a hammer is flashed on the left side of the screen and a picture of a pair of glasses is flashed on the right. Ethan is then presented with a tray of objects containing a hammer, a pair of glasses, a screwdriver, and a toothbrush. If he is asked to point to the object he saw, what is he likely to do?
a) He will point to the hammer with his left hand and the pair of glasses with his right hand.
b) He will point to the hammer with his right hand and his left hand will do nothing.
c) He will point to the pair of glasses with his left hand and the hammer with his right hand.
d) He will point to the pair of glasses with his right hand and his left hand will do nothing.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Explore the neuroscience findings regarding brain injury and the evidence for brain lateralization.
Section Reference: CNS Injury and Brain Lateralization
454. If a picture of a car is presented in the left visual field of a patient who has had split-brain surgery, and the word “carrot” is presented in the right visual field, what is the patient going to say they see?
a) carrot
b) car
c) both car and carrot
d) neither car nor carrot
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Explore the neuroscience findings regarding brain injury and the evidence for brain lateralization.
Section Reference: CNS Injury and Brain Lateralization
455. Sahil has undergone a split-brain surgery while his wife, Hannah, has not. In an experiment when both are shown an apple and only each of their right hemispheres receives the image, which of the following is most likely to happen?
a) Hannah is able to both name and pick up the apple when asked to do so; in contrast, Sahil can pick up the apple but not name it.
b) Hannah is able to both name and pick up the apple when asked to do so; in contrast, Sahil can name but not pick up the apple.
c) Hannah is able to both pick up and take a bite of the apple when asked to do so; in contrast, Sahil can pick up the apple but not take a bite of it.
d) Hannah is able to both pick up and take a bite of the apple when asked to do so; Sahil can take a bite of the apple, though is ironically unable to pick it up when asked to do so.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Explore the neuroscience findings regarding brain injury and the evidence for brain lateralization.
Section Reference: CNS Injury and Brain Lateralization
456. Following surgery to alleviate her epilepsy, Aino can read words presented to the right visual field but CANNOT name objects presented to the left visual field. What type of surgery did Aino undergo, and what did it involve?
a) Hemispherectomy, which severs the caudate nucleus
b) Split-brain, which severs the corpus callosum
c) Hemispherectomy, which severs the corpus callosum
d) Split-brain, which severs the caudate nucleus
Difficulty: Medium
Bloomcode: Application
Learning Objective: Explore the neuroscience findings regarding brain injury and the evidence for brain lateralization.
Section Reference: CNS Injury and Brain Lateralization
457. Victor is a split-brain patient who is asked to reach into a paper bag with his right hand and feel the object inside. What will Victor communicate about the object in the bag?
a) He will be able to name the object.
b) He will not be able to name the object.
c) He will be able to point to the object with his left hand.
d) He will know what the object is but have no available word for it.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Explore the neuroscience findings regarding brain injury and the evidence for brain lateralization.
Section Reference: CNS Injury and Brain Lateralization
458. Amanda is about to meet a blind date for the first time. Her cousin arranged the date, and the only thing she knows is that her date had split-brain surgery about a year ago to treat his epilepsy. What should Amanda expect to notice in her date’s behaviour as a result of his surgery?
a) He may have some short-term memory deficits, but his long-term memory should be unaffected.
b) He may exhibit problems coordinating the two halves of his body (e.g., clapping his hands, walking).
c) He may require extra time identifying objects and their locations in space.
d) nothing at all
Difficulty: Medium
Bloomcode: Application
Learning Objective: Explore the neuroscience findings regarding brain injury and the evidence for brain lateralization.
Section Reference: CNS Injury and Brain Lateralization
459. Valentino is a split-brain patient who is asked to reach into a paper bag with his left hand and feel the object inside. What will Valentino communicate about the object in the bag?
a) He will be able to name the object.
b) He will not be able to name the object.
c) He will be able to point to the object with his right hand.
d) He will know what the object is but have no available word for it.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Explore the neuroscience findings regarding brain injury and the evidence for brain lateralization.
Section Reference: CNS Injury and Brain Lateralization
460. Aryan is a split-brain patient who is presented with the word "tenant" with "ten" presented to his right visual field and "ant" presented to his left visual field. How does he respond when asked what word he sees?
a) tenant
b) ten
c) ant
d) he reports he sees nothing
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Explore the neuroscience findings regarding brain injury and the evidence for brain lateralization.
Section Reference: CNS Injury and Brain Lateralization
461. Tomek is a split-brain patient who is staring at a fixation point in the middle of a screen. Suddenly, an apple is flashed on the left side of the screen and a hairbrush is flashed on the right. Tomek is then presented with a tray containing an apple, a hairbrush, a comb, and an orange. If he is asked to point to the object he saw, what is he likely to do?
a) He will point to the hairbrush with his right hand and his left hand will do nothing.
b) He will point to the hairbrush with his right hand and the apple with his left.
c) He will point to the apple with his right hand and the hairbrush with his left hand.
d) He will point to the apple with his right hand and his left hand will do nothing.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Explore the neuroscience findings regarding brain injury and the evidence for brain lateralization.
Section Reference: CNS Injury and Brain Lateralization
462. Which of the following best describes the effect that split brain surgery has on patients in their everyday lives?
a) They can only talk about objects seen in their right visual field.
b) They can point out objects they see in their right visual field but cannot name them.
c) They have difficulty separating what they see in each visual field.
d) The surgery has very little effect on their everyday lives.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Explore the neuroscience findings regarding brain injury and the evidence for brain lateralization.
Section Reference: CNS Injury and Brain Lateralization
463. Your friend tells you he must have surgery in which they are going to disconnect communication between the two hemispheres of his brain. Which of the following diseases is your friend likely to be suffering from?
a) brain tumour
b) epilepsy
c) schizophrenia
d) dyslexia
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Explore the neuroscience findings regarding brain injury and the evidence for brain lateralization.
Section Reference: CNS Injury and Brain Lateralization
464. What function is the most lateralized?
a) emotional processing
b) language
c) vision
d) memory
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Explore the neuroscience findings regarding brain injury and the evidence for brain lateralization.
Section Reference: CNS Injury and Brain Lateralization
465. Where are the cortical areas specialized for language located in the brain for most people who are left handed?
a) right side of the brain
b) left side of the brain
c) both sides of the brain
d) corpus callosum
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Explore the neuroscience findings regarding brain injury and the evidence for brain lateralization.
Section Reference: CNS Injury and Brain Lateralization
466. Given evidence of laterality of function, which difference is most unlikely?
a) right dominance for creativity
b) left dominance for analytical skills
c) right dominance for language
d) left dominance for language
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Explore the neuroscience findings regarding brain injury and the evidence for brain lateralization.
Section Reference: CNS Injury and Brain Lateralization
467. How different are the right and left hemispheres in terms of their functions?
a) There is no difference in function between the two hemispheres.
b) Functionally, the two hemispheres are more similar than they are different.
c) Functionally, the two hemispheres are more different than they are similar.
d) The two hemispheres have opposing functions.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Explore the neuroscience findings regarding brain injury and the evidence for brain lateralization.
Section Reference: CNS Injury and Brain Lateralization
468. In most individuals, in which hemisphere of the brain is Wernicke’s area located?
a) left
b) right
c) both
d) neither
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Explore the neuroscience findings regarding brain injury and the evidence for brain lateralization.
Section Reference: CNS Injury and Brain Lateralization
469. Nanette is right-handed. Onslow is left-handed. Which of the following hypotheses is most tenable regarding the location of Broca’s and Wernicke’s areas in these two individuals?
a) Onslow is more likely to have Broca’s and Wernicke’s area located in the right hemisphere than is Nanette.
b) Onslow is more likely to have Broca’s and Wernicke’s area located in the left hemisphere than is Nanette.
c) Onslow is just as likely as Nanette to have Broca’s and Wernicke’s area located in the left hemisphere.
d) Handedness does not allow one to predict the brain lateralization of language areas.
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Explore the neuroscience findings regarding brain injury and the evidence for brain lateralization.
Section Reference: CNS Injury and Brain Lateralization
470. Nanette has Broca’s and Wernicke’s areas located in her left hemisphere. Onslow has Broca’s and Wernicke’s areas located in his right hemisphere. Which of the following statements regarding handedness is most tenable?
a) Onslow lefthanded and Nanette is righthanded.
b) Onslow lefthanded and Nanette is lefthanded.
c) Onslow righthanded and Nanette is righthanded.
d) Onslow righthanded and Nanette is lefthanded
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Explore the neuroscience findings regarding brain injury and the evidence for brain lateralization.
Section Reference: CNS Injury and Brain Lateralization
471. When it comes to brain lateralization, which of the following is TRUE?
a) Language is the most lateralized function.
b) Most functions are lateralized to one hemisphere.
c) People who are less lateralized are more intelligent.
d) Most left-handers process language in the right hemisphere.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Explore the neuroscience findings regarding brain injury and the evidence for brain lateralization.
Section Reference: CNS Injury and Brain Lateralization
472. The brain controls the opposite side of the body. In this case, it could also be said that the brain controls the ______________ side of the body.
a) ipsilateral
b) contralateral
c) lateral reversal
d) counterlateral
Difficulty: Medium
Bloomcode: Application
Learning Objective: Explore the neuroscience findings regarding brain injury and the evidence for brain lateralization.
Section Reference: CNS Injury and Brain Lateralization
473. Terrance is left-handed. What is the probability that he processes language in the right hemisphere?
a) 100%
b) 66%
c) 18 %
d) 0%
Difficulty: Medium
Bloomcode: Application
Learning Objective: Explore the neuroscience findings regarding brain injury and the evidence for brain lateralization.
Section Reference: CNS Injury and Brain Lateralization
474. Which of the following is TRUE about left-handed people?
a) Most of them process language in the left hemisphere.
b) They tend to be more analytical than right-handers.
c) They tend to use both hemispheres more often than right-handers.
d) Their corpus callosum is thinner than right-handers.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Explore the neuroscience findings regarding brain injury and the evidence for brain lateralization.
Section Reference: CNS Injury and Brain Lateralization
475. Which of the following is NOT true about left-handers?
a) Most of them process language in the left-hemisphere.
b) They tend to be more analytical than right-handers.
c) Very few left-handers have language located in the right hemisphere.
d) Some left-handers have language located in both hemispheres.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Explore the neuroscience findings regarding brain injury and the evidence for brain lateralization.
Section Reference: CNS Injury and Brain Lateralization
476. Eighty-year old, right-handed Candace recently suffered a stroke to the right hemisphere of her brain. Which of the following would be a most likely result of Candace’s stroke?
a) Candace would not be able to see out of her right eye.
b) Candace would not be able to see out her left eye.
c) Candace would probably suffer some degree of paralysis on the left side of her body.
d) Candace would probably suffer some degree of paralysis on the right side of her body.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Explore the neuroscience findings regarding brain injury and the evidence for brain lateralization.
Section Reference: CNS Injury and Brain Lateralization
477. Popular theories suggest the presence of sizeable differences in brain structure between groups of individuals, such as between women and men. In general, what does contemporary neuroscientific research say with respect to such differences?
a) Neuroscientific research indicates that such differences are about as large as popular theories suggest.
b) Neuroscientific research suggests that such differences are larger than popular theories propose.
c) Neuroscientific research suggests that such differences are essentially nonexistent.
d) Neuroscientific research suggests that such differences may exist, but that they are smaller than popular theories suppose.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Explore the neuroscience findings regarding brain injury and the evidence for brain lateralization.
Section Reference: CNS Injury and Brain Lateralization
478. The field of evolutionary psychology studies
a) how evolution has shaped the human body and brain over time.
b) the history of the evolution of a species or group.
c) the comparison and classification of individual species as they evolve.
d) the geologic process of fossilization.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the basic theory of evolution and explain how it has influenced our understanding of the human nervous system and the evolution of the human brain.
Section Reference: Evolution and the Nervous System
479. The evolutionary history of a unique species over time is known as
a) LUCA.
b) phylogeny.
c) taxonomy.
d) convergent evolution.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the basic theory of evolution and explain how it has influenced our understanding of the human nervous system and the evolution of the human brain.
Section Reference: Evolution and the Nervous System
480. Fossil evidence suggests that multicellular organisms evolved approximately
a) 500–600 million years ago.
b) 800–900 million years ago.
c) 1.8 billion years ago.
d) 3 billion years ago.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the basic theory of evolution and explain how it has influenced our understanding of the human nervous system and the evolution of the human brain.
Section Reference: Evolution and the Nervous System
481. Which of the following reflects the order in which organisms evolved?
a) chordates, vertebrates, amphibians, reptiles, mammals
b) vertebrates, chordates, reptiles, amphibians, mammals
c) vertebrates, mammals, chordates, reptiles, amphibians
d) chordates, reptiles, amphibians, vertebrates, mammals
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe the basic theory of evolution and explain how it has influenced our understanding of the human nervous system and the evolution of the human brain.
Section Reference: Evolution and the Nervous System
482. Which of the following is NOT one of the major kingdoms?
a) Eucharia
b) Archea
c) Chordea
d) Bacteria
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the basic theory of evolution and explain how it has influenced our understanding of the human nervous system and the evolution of the human brain.
Section Reference: Evolution and the Nervous System
483. The Animalia kingdom is unique because it is the only division of life on Earth that contains organisms
a) with nervous systems.
b) that can nurse their young with milk.
c) that can gestate their young internally.
d) with the ability to move bipedally.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe the basic theory of evolution and explain how it has influenced our understanding of the human nervous system and the evolution of the human brain.
Section Reference: Evolution and the Nervous System
484. Human beings fit into the super kingdom _______ and the kingdom _____
a) Animalia; Eucharia.
b) Eucharia; Animalia.
c) Archea; Animalia.
d) Animalia; Archea.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the basic theory of evolution and explain how it has influenced our understanding of the human nervous system and the evolution of the human brain.
Section Reference: Evolution and the Nervous System
485. The theory of evolution argues that all life on earth derived from one common ancestor is called the
a) evolution by natural selection theory.
b) phylogenetic hierarchy.
c) last universal common ancestor.
d) universal tree of life.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the basic theory of evolution and explain how it has influenced our understanding of the human nervous system and the evolution of the human brain.
Section Reference: Evolution and the Nervous System
486. Characteristics that can be traced to a common ancestor are referred to as ___________. Traits that have evolved independently in different species are called _____________.
a) heterogenous; homologous
b) homologous; heterogenous
c) heterogenous; analogous
d) homologous; analogous
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the basic theory of evolution and explain how it has influenced our understanding of the human nervous system and the evolution of the human brain.
Section Reference: Evolution and the Nervous System
487. When a trait appears in two distinct species that share a common ancestor, this is called
a) divergent evolution.
b) homologous evolution.
c) analogous evolution.
d) convergent evolution.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe the basic theory of evolution and explain how it has influenced our understanding of the human nervous system and the evolution of the human brain.
Section Reference: Evolution and the Nervous System
488. The fact that birds and bees both have wings but do NOT share a common ancestor is an example of
a) phylogenetic evolution.
b) heterologous evolution.
c) convergent evolution.
d) homologous evolution.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the basic theory of evolution and explain how it has influenced our understanding of the human nervous system and the evolution of the human brain.
Section Reference: Evolution and the Nervous System
489. Imagine that scientists have discovered the Abominable Snowman living in the northern Rocky Mountains. They learn that this rare creature can see in the dark, just like an owl. Since further DNA testing revealed that the snowman creature and an owl have no common ancestor, the evolution of their visual abilities would be the result of
a) homologous evolution.
b) convergent evolution.
c) divergent evolution.
d) phylogenetic evolution.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the basic theory of evolution and explain how it has influenced our understanding of the human nervous system and the evolution of the human brain.
Section Reference: Evolution and the Nervous System
490. Aardvarks and anteaters both developed powerful fore claws and long sticky tongues despite not being at all related. This is an example of
a) behavioural genetics.
b) comparative evolution.
c) natural selection.
d) convergent evolution.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the basic theory of evolution and explain how it has influenced our understanding of the human nervous system and the evolution of the human brain.
Section Reference: Evolutionary Psychology
491. When a trait appears in two distinct species that do NOT share a common ancestor, this is called
a) divergent evolution.
b) homologous evolution.
c) phylogenetic evolution.
d) convergent evolution.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe the basic theory of evolution and explain how it has influenced our understanding of the human nervous system and the evolution of the human brain.
Section Reference: Evolution and the Nervous System
492. The arm of a human, wing of a bird, leg of a dog, and flipper of a dolphin are similar and have common traits. These related parts have evolved to do different things but can be traced back to the last common ancestor. The evolution of these structures wold be the result of
a) homologous evolution.
b) convergent evolution.
c) divergent evolution.
d) phylogenetic evolution
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the basic theory of evolution and explain how it has influenced our understanding of the human nervous system and the evolution of the human brain.
Section Reference: Evolution and the Nervous System
493. You and a friend are on a nature walk when you notice both a butterfly and a bird flying in a meadow. Your friend comments how interesting it is that both have wings but are completely distinct species. Which of the following explanations would be the best response?
a) Wings are a homologous characteristic.
b) Wings are an analogous characteristic.
c) Wings are a heterogenous characteristic.
d) Wings are a homogenous characteristic.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe the basic theory of evolution and explain how it has influenced our understanding of the human nervous system and the evolution of the human brain.
Section Reference: Evolution and the Nervous System
494. Traits that have evolved independently in different species are called
a) analogous.
b) homologous.
c) homogenous.
d) heterogenous.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe the basic theory of evolution and explain how it has influenced our understanding of the human nervous system and the evolution of the human brain.
Section Reference: Evolution and the Nervous System
495. How can you tell if a trait has evolved due to homologous evolution or analogous evolution?
a) You compare the function of the trait across different species.
b) You do an analysis of the fossil evidence for the trait.
c) You do a comparative analysis to see if the two species with the trait in question have a common ancestor.
d) You use statistics to determine the probability that the animal would have this trait based on chance alone.
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Describe the basic theory of evolution and explain how it has influenced our understanding of the human nervous system and the evolution of the human brain.
Section Reference: Evolution and the Nervous System
496. What is the difference between homologous evolution and analogous evolution?
a) With homologous evolution, changes in a trait happen over one or two generations; with analogous evolution, changes in a trait occur over millions of years.
b) With homologous evolution, these are changes that occurred in single-celled organisms; with analogous evolution, these are changes that occurred in multi-cellular organisms.
c) With homologous evolution, a similar trait found in different species is due to a common ancestor; with analogous evolution, this similar trait would have evolved independently in each species.
d) Homologous evolution is the result of reproduction; analogous evolution is due to survival skills (e.g., food finding, predator avoidance).
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Describe the basic theory of evolution and explain how it has influenced our understanding of the human nervous system and the evolution of the human brain.
Section Reference: Evolution and the Nervous System
497. Wendel is a farmer with a herd of jersey cows. He has discovered that some cows have more fat content in their milk than others, and he interbreeds members of his herd to increase the fat content more and more. In what way would this example help Darwin explain the diversity of life on earth?
a) Not all animals that are born will survive long enough to reproduce.
b) Selective breeding in animals can lead to dramatic changes.
c) Fossil evidence indicates subtle changes in species over time.
d) Similarities among organisms show how they are related.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the basic theory of evolution and explain how it has influenced our understanding of the human nervous system and the evolution of the human brain.
Section Reference: Evolution and the Nervous System
498. Adrian is a breeder of prize-winning German shepherd dogs. He deliberately chooses a male dog with a longer nose and a female dog with a longer body to breed together. Adrian hopes that the offspring of this pairing will produce dogs with longer noses and bodies than the other dogs he has produced. In his attempts at selective breeding, Adrian would most likely benefit from the work of
a) Charles Darwin.
b) Gregor Mendel.
c) David Buss.
d) William James.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the basic theory of evolution and explain how it has influenced our understanding of the human nervous system and the evolution of the human brain.
Section Reference: Evolutionary Psychology
499. Which of the following was one of the critical observations made by Darwin to explain the diversity of life on earth?
a) Animals that live where there is a shortage of resources have more adaptations.
b) Not all animals that are born will survive and reproduce.
c) There is more fossil evidence from plants than animals.
d) Structural changes that happen within an individual’s lifespan can be passed down to their offspring.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the basic theory of evolution and explain how it has influenced our understanding of the human nervous system and the evolution of the human brain.
Section Reference: Evolution and the Nervous System
500. Which of the following was NOT a critical observation made by Darwin to explain the diversity of life on earth?
a) selective breeding of captive animals
b) similar structural similarities in distinct species
c) greater survival of larger animals over time
d) not all animals that are born will survive and reproduce
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the basic theory of evolution and explain how it has influenced our understanding of the human nervous system and the evolution of the human brain.
Section Reference: Evolution and the Nervous System
501. To describe the diversity of life on Earth, Darwin made four critical observations. Which of the statements below is one of Darwin’s observations?
a) Based on fossil evidence, Darwin claimed that species were stabilizing over time.
b) Darwin said that unique species shared few structural similarities.
c) Darwin perceived that selective breeding resulted in animal stock that was unchanged from one generation to the next.
d) Not all animals survive to maturity and therefore will not reproduce and pass on their traits.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the basic theory of evolution and explain how it has influenced our understanding of the human nervous system and the evolution of the human brain.
Section Reference: Evolution and the Nervous System
502. Sarah is so excited that a robin has built a nest right outside her office window. She watches daily as the parents take turns sitting on the three eggs, until they finally hatch. Now she sees three little beaks point up at the sky every time one of the parents arrive. But one day, Sarah notices only two little beaks are waiting to be fed, and she wonders what happened to the third bird. In what way would this example help Darwin explain the diversity of life on earth?
a) Not all animals that are born will survive long enough to reproduce.
b) Selective breeding in animals can lead to dramatic changes in appearance.
c) Fossil evidence indicates subtle changes in species over time.
d) Similarities among organisms show how they are related.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the basic theory of evolution and explain how it has influenced our understanding of the human nervous system and the evolution of the human brain.
Section Reference: Evolution and the Nervous System
503. Why does an adaptive trait not necessarily guarantee long-term survival?
a) If the environment changes, the trait may not be adaptive any longer.
b) A predator could still eat the individual with the adaptive trait.
c) The individual may not mate and reproduce.
d) The changing seasons means no trait is always advantageous.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the basic theory of evolution and explain how it has influenced our understanding of the human nervous system and the evolution of the human brain.
Section Reference: Evolutionary Psychology
504. On a trip into the desert, you see two different types of mice. One is a light brown and blends easily into the desert sand. The other is all white and stands out quite easily. Both kinds of mice are the preferred food for a certain type of desert hawk. If you made another trip to the desert five years later, what would you expect to find?
a) There would be equal numbers of white and brown mice.
b) There would be more white mice than brown mice.
c) There would be more brown mice than white mice.
d) Neither type of mouse would have survived.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the basic theory of evolution and explain how it has influenced our understanding of the human nervous system and the evolution of the human brain.
Section Reference: Evolution and the Nervous System
505. According to Darwin, what was the most likely cause of change in a specific species over generations?
a) Environmental changes led to better health in some members of the species, so their genes were passed on to future generations.
b) Some members of the species were naturally healthier than others which allowed them to survive environmental changes and reproduce.
c) Some members of the species had access to better food sources and were able to survive to pass on their genes to future generations.
d) Some members of a species had physical and behavioural attributes that allowed them to adapt to the environment in which they lived and reproduce.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the basic theory of evolution and explain how it has influenced our understanding of the human nervous system and the evolution of the human brain.
Section Reference: Evolutionary Psychology
506. Which of the following set Charles Darwin apart from other scientists who were studying the theory of evolution?
a) Darwin studied fossilized remains.
b) Darwin had travelled the world making observations.
c) Darwin was the first to notice differences among the same species over time.
d) Darwin has conducted extensive research on differences between the species and how environmental changes influenced survival.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the basic theory of evolution and explain how it has influenced our understanding of the human nervous system and the evolution of the human brain.
Section Reference: Evolutionary Psychology
507. Which of the following statements about Charles Darwin is true?
a) Charles Darwin coined the term “survival of the fittest”.
b) Charles Darwin was responsible for what is known as the modern synthesis.
c) Charles Darwin wrote On the Origin of Species (1859).
d) Charles Darwin is known as the father of modern genetics.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the basic theory of evolution and explain how it has influenced our understanding of the human nervous system and the evolution of the human brain.
Section Reference: Evolution and the Nervous System
508. What do we call the ability of an organism to successfully live to maturity and reproduce?
a) natural selection
b) survival of the fittest
c) fitness
d) selective breeding
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the basic theory of evolution and explain how it has influenced our understanding of the human nervous system and the evolution of the human brain.
Section Reference: Evolution and the Nervous System
509. In evolutionary terms, ‘fitness’ refers to
a) the likelihood that a species will survive a harsh winter.
b) the extent of physical and psychological adaptability within an individual.
c) the ability of an individual to survive and reproduce.
d) the preference of individuals for specific traits in their mates.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe the basic theory of evolution and explain how it has influenced our understanding of the human nervous system and the evolution of the human brain.
Section Reference: Evolution and the Nervous System
510. Who coined the term “survival of the fittest”?
a) Darwin
b) Spencer
c) Galton
d) Skinner
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the basic theory of evolution and explain how it has influenced our understanding of the human nervous system and the evolution of the human brain.
Section Reference: Evolution and the Nervous System
511. Imagine that you and a friend are observing children playing at a playground. The children are varied sizes, have different hair colour, and temperaments. Your friend asks you to guess which one of the children is most “fit” according to natural selection theory. Which of the following would be the most appropriate answer?
a) the largest child
b) there is no way of knowing until the children grow up and you see how many children each has
c) the most attractive child
d) they are all of equal fitness
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the basic theory of evolution and explain how it has influenced our understanding of the human nervous system and the evolution of the human brain.
Section Reference: Evolution and the Nervous System
512. Which of the following demonstrates an adaptive trait that might increase fitness of the species?
a) Morning sickness might prevent a woman from ingesting foods that might be toxic to a developing fetus but would not harm a non-pregnant woman.
b) Moving from northern Canada to Florida might cause an individuals’ skin to become darker.
c) Children learn to read and write at an earlier age than before.
d) After a hurricane destroys its food source, a woodpecker migrates to a different location.
Difficulty: Hard
Bloomcode: Evaluation
Learning Objective: Describe the basic theory of evolution and explain how it has influenced our understanding of the human nervous system and the evolution of the human brain.
Section Reference: Evolution and the Nervous System
513. A more concise way of saying: ‘more offspring are produced by individuals within a species that are better adapted to the current environment’ would be
a) survival of the fittest.
b) reproductive success.
c) natural selection.
d) homologous evolution.
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe the basic theory of evolution and explain how it has influenced our understanding of the human nervous system and the evolution of the human brain.
Section Reference: Evolution and the Nervous System
514. What would be a more accurate way of saying ‘survival of the fittest’?
a) more offspring produced by individuals within a species that are better adapted to the current environment
b) more foraging and predator avoidance for individuals within a species that have more cognitive and physical skills
c) more reproduction and survival for individuals within a species that are more physically fit and cognitively superior
d) more anticipation of environmental events for individuals within a species that are more attentive to environmental cues
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe the basic theory of evolution and explain how it has influenced our understanding of the human nervous system and the evolution of the human brain.
Section Reference: Evolution and the Nervous System
515. The medulla is the part of the brain that controls many essential automatic body functions, such as breathing and heart rate. Some very primitive organisms, such as lampreys, have a medulla, which has led scientists to postulate that the medulla developed about 500 million years ago. Using your understanding of evolutionary theory, evaluate the following explanations for the early evolution of the medulla and judge which one is best.
a) The early development of the medulla freed other areas of the brain to develop higher cognitive abilities, thus increasing an organism's chances.
b) Automatic control of these functions provided a survival advantage that helped organisms with a medulla survive until the age of reproduction.
c) Automatic control of these functions made organisms more sexually attractive and thus more likely to have mates.
d) The early development of the medulla improved an organism's ability to respond quickly to stimuli.
Difficulty: Hard
Bloomcode: Synthesis
Learning Objective: Describe the basic theory of evolution and explain how it has influenced our understanding of the human nervous system and the evolution of the human brain.
Section Reference: Evolution and the Nervous System
516. Which of the following is the factor that sets primates’ brains apart from the brains of other animals?
a) the number of hemispheres of the brain
b) the size of the brain stem
c) the size of the hippocampus
d) the size of the cortex
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the basic theory of evolution and explain how it has influenced our understanding of the human nervous system and the evolution of the human brain.
Section Reference: Evolution and the Nervous System
517. A number of hypotheses exist about why the neocortex evolved to its current size in the human brain. Which of the following is a behaviour that underlies one of these hypotheses?
a) the development of language
b) matches
c) nomadic lifestyles
d) individualistic simplistic societies
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the basic theory of evolution and explain how it has influenced our understanding of the human nervous system and the evolution of the human brain.
Section Reference: Evolution and the Nervous System
518. What is a potential cause discussed in your text for explaining the expansion of the human context over evolutionary time?
a) tool use
b) the ability to anticipate environmental perturbations
c) the need to keep track of multiple social relationships
d) bipedal locomotion
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: Describe the basic theory of evolution and explain how it has influenced our understanding of the human nervous system and the evolution of the human brain.
Section Reference: Evolution and the Nervous System
519. Which of the following is evidence that the human brain has increased in size since the time of the Australopithecus?
a) The overall size of the Australopithecus’ skull is smaller.
b) The area at the front of the skull has expanded in modern humans.
c) Fossils of the Australopithecus’ brains are smaller than the brains of modern humans.
d) both a & b.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the basic theory of evolution and explain how it has influenced our understanding of the human nervous system and the evolution of the human brain.
Section Reference: Evolution and the Nervous System
520. Unfortunately, there is no tissue evidence from early Hominids for modern man to study and learn about their brains. As such, how do we know that brain size has increased considerably in Hominids?
a) fossil evidence of brains
b) neural density scans of fossilized brains
c) evidence from fossilized skulls
d) from examining and comparing the layers in our modern brain and primate relatives
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the basic theory of evolution and explain how it has influenced our understanding of the human nervous system and the evolution of the human brain.
Section Reference: Evolution and the Nervous System
MATCHING QUESTION
521. Match the appropriate words in the left column to the definitions in the right column.
Terms A. Astroglia B. Microglia C. Oligiodendroglia D. Schwann E. Resting potential F. Action potential G. Postsynaptic potential H. Threshold I. Absolute refractory period J. Relative refractory period K. Depolarized L. Hyperpolarized M. Plasticity N. Somatic nervous system O. Autonomic nervous system | ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ | Definitions 1. The time during which a neuron can only fire if it receives a stimulus stronger than its usual threshold level. 2. Electrical events in postsynaptic neurons, that occur when a neurotransmitter binds to one of its receptors. 3. A sudden positive change in the electrical charge of a neuron. 4. Areas of a cell have had their negative charge increased in an inhibitory fashion, making less likely that the cell will generate an action potential. 5. All the peripheral nerves that transmit information about the senses and movement to and from the central nervous system. 6. Change in the nervous system. 7. The state of a cell when the charge is -70mv. 8. Cells that form the blood-brain barrier. 9. A glial cell that forms myelin around the neurons in the CNS. 10. Cells in PNS important for insulating neurons. |
ANSWERS TO MATCHING QUESTION
1. I: Absolute refractory period
2. G: Postsynaptic potential
3. F: Action potential
4. L: Hyperpolarize
5. N: Somatic nervous system
6. M: Plasticity
7. E: Resting potential
8. A: Astroglia
9. C: Oligiodendroglia
10. D: Schwann
Difficulty: Easy
Bloomcode: Knowledge
FILL-IN-THE-BLANK
522. The study of the nervous system is called ___.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Understand the key methods that scientists use to learn about nervous system anatomy and functioning.
Section Reference: How Do Scientists Study the Nervous System?
523. A(n) ___ measures brain wave activity from the surface of the scalp.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Understand the key methods that scientists use to learn about nervous system anatomy and functioning.
Section Reference: How Do Scientists Study the Nervous System?
524. The branch-like structures that extend away from the cell body to receive impulses from other neurons are called ___.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Does the Nervous System Work?
525. The end of a neuron’s axon from which neurotransmitters are released is called the ___.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Does the Nervous System Work?
526. Astroglia are important because they create a system that tracks the molecules that travel between the blood and the brain. This system is called the ___.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Does the Nervous System Work?
527. The loss of myelin on the axons of neurons is a characteristic of a neurological disorder known as ___.
Difficulty: Medium
Bloomcode: Knowledge
Learning Objective: Describe four neurological disorders and the current directions in research for treating them.
Section Reference: How Does the Nervous System Work?
528. The openings in the neuron membrane that only allow passage of certain ions are called ___.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
529. The unequal distribution of ions on each side of the cell membrane is called the ___.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
530. The process by which an action potential travels down a myelinated neuron is called ___.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
531. Physical gaps between neurons are called ___.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
532. Cell assemblies were first identified by the Canadian psychologist ___.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
533. The ___ subdivision of the peripheral nervous system transmits information about the senses and motor movement.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
534. Several neuron groups form the ___ which is important for sleep and wakefulness.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
535. A neurological disorder associated with damage to the substantia nigra is called ___.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
536. The ___ glands release hormones essential to dealing with stressful situations.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
537. The striatum works with the ___ to produce fluid movements.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
538. The folds of the neocortex are called ___.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
539. The ___ is a band of the parietal cortex that processes tactile information from parts of the body.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
540. A ___ is a surgical procedure that destroys a portion of the prefrontal cortex.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
541. Together, the hippocampus, amygdala, thalamus, and hypothalamus are sometimes called the ___.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
542. The bundle of nerve fibres that allow the two hemispheres of the brain to communicate with each other is called the ___.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Explore the neuroscience findings regarding brain injury and the evidence for brain lateralization.
Section Reference: CNS Injury and Brain Lateralization
543. ___ surgery is sometimes performed to stop epileptic seizures and involves the severing of the corpus callosum.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Explore the neuroscience findings regarding brain injury and the evidence for brain lateralization.
Section Reference: CNS Injury and Brain Lateralization
544. Overall brain size is related to ___ rather than to the function of the brain.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Explore the neuroscience findings regarding brain injury and the evidence for brain lateralization.
Section Reference: CNS Injury and Brain Lateralization
545. The evolutionary history of all life on the planet is called ___.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the basic theory of evolution and explain how it has influenced our understanding of the human nervous system and the evolution of the human brain.
Section Reference: Evolution and the Nervous System
546. The process of analogous evolution leading to similar adaptations is called ___.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the basic theory of evolution and explain how it has influenced our understanding of the human nervous system and the evolution of the human brain.
Section Reference: Evolution and the Nervous System
547. The differential likelihood between members of a species in their ability to survive and reproduce is called ___.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the basic theory of evolution and explain how it has influenced our understanding of the human nervous system and the evolution of the human brain.
Section Reference: Evolution and the Nervous System
548. The integration of Darwin’s theory of evolution, and Mendel’s discovery of genetic processes is now known as ___.
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the basic theory of evolution and explain how it has influenced our understanding of the human nervous system and the evolution of the human brain.
Section Reference: Evolution and the Nervous System
SHORT ANSWER ESSAY QUESTIONS
549. What type of scientist’s study brain functionality by investigating patients with brain damage?
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Understand the key methods that scientists use to learn about nervous system anatomy and functioning.
Section Reference: How Do Scientists Study the Nervous System?
550. Approximately how many neurons are housed in the adult human brain?
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Does the Nervous System Work?
551. What is the function of a stem cell?
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Does the Nervous System Work?
552. Which positively charged ions pass through the ion channels?
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
553. What chemicals travel from neuron to neuron across synapses?
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
554. What system is responsible for the “fight or flight” response?
Difficulty: Medium
Bloomcode: Knowledge
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
555. What term describes a person who is paralyzed from the neck down after an injury?
Difficulty: Medium
Bloomcode: Knowledge
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
556. What neurotransmitter used by the cells in the pons are important for arousal and attention?
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
557. What portion of the thalamus is used to relay auditory information?
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
558. Thyroid hormones are important for
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
559. What area of the brain may play a role in drug addiction?
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
560. What are the two classifications of areas within each lobe of the neocortex?
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
561. What somatosensory information is processed by the parietal lobe?
Difficulty: Easy
Bloomcode: Comprehension
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
562. What structure connects the hemispheres of the neocortex?
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
563. Describe the relationship between handedness and the lateralization of language.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Explore the neuroscience findings regarding brain injury and the evidence for brain lateralization.
Section Reference: CNS Injury and Brain Lateralization
564. Which side of the brain is thought to be dominant in individuals with strong analytical and verbal skills?
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Explore the neuroscience findings regarding brain injury and the evidence for brain lateralization.
Section Reference: CNS Injury and Brain Lateralization
565. What is the relationship between brain size and intelligence?
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Explore the neuroscience findings regarding brain injury and the evidence for brain lateralization.
Section Reference: CNS Injury and Brain Lateralization
566. Who is considered to be the “father of evolution”?
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the basic theory of evolution and explain how it has influenced our understanding of the human nervous system and the evolution of the human brain.
Section Reference: Evolution and the Nervous System
ESSAY QUESTIONS
567. Describe how messages enter and leave a neuron.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Does the Nervous System Work?
568. Describe four functions of astroglia cells.
Difficulty: Medium
Bloomcode: Application
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Does the Nervous System Work?
569. What is the primary function of the oligodendroglia?
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Does the Nervous System Work?
570. Describe two functions of myelin.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Does the Nervous System Work?
571. Describe an action potential.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
572. What is the significance of the lock and key metaphor?
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
573. Name and describe two processes that terminate the activity of a neurotransmitter.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
574. Describe the function of cell assemblies.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe what happens when a neuron “fires” and how neurons communicate with one another to produce behaviour; become familiar with neural networks and neuroplasticity.
Section Reference: How Do Neurons Work?
575. What functions does the parasympathetic nervous system control?
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
576. What is the relationship between the location of a spinal injury and the portion of the body that is likely to be paralyzed?
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Name and describe the functions and subdivisions of the two major parts of the nervous system and become familiar with current research in spinal cord injury.
Section Reference: How Is the Nervous System Organized?
577. Describe the characteristics of someone who has sustained damage to their cerebellum.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
578. What motivated behaviours are regulated by the hypothalamus?
Difficulty: Medium
Bloomcode: Application
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
579. Why have neuroscientists been particularly interested in the function of the amygdala?
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
580. Describe the role of the nucleus accumbens in drug addiction.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
581. Describe the function of the occipital lobe.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
582. Describe the location and function of the prefrontal cortex.
Difficulty: Medium
Bloomcode: Application
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
583. Describe one gender-related difference in the size of brain structures and state what functional difference this implies.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Explore the neuroscience findings regarding brain injury and the evidence for brain lateralization.
Section Reference: CNS Injury and Brain Lateralization
584. Explain why, when someone suffers and injury to the brain, they often retain at least some part of the function associated with that brain region.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Explore the neuroscience findings regarding brain injury and the evidence for brain lateralization.
Section Reference: CNS Injury and Brain Lateralization
585. Explain what differentiates the Animalia kingdom from other lifeforms on earth.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the basic theory of evolution and explain how it has influenced our understanding of the human nervous system and the evolution of the human brain.
Section Reference: Evolution and the Nervous System
586. Describe the four critical observations that led to Darwin’s explanation of the diversity of life on the planet.
1) Fossils indicated subtle changes in species.
2) Aspects of species that seem different on the surface show structural similarities underneath.
3) Selective breeding of animals leads to changes in appearance of the animal.
4) Not all animals that are born will live to maturity and reproduce.
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the basic theory of evolution and explain how it has influenced our understanding of the human nervous system and the evolution of the human brain.
Section Reference: Evolution and the Nervous System
587. From an evolutionary psychology perspective, explain why mice might reproduce so often and have large litters?
Difficulty: Medium
Bloomcode: Analysis
Learning Objective: Describe the basic theory of evolution and explain how it has influenced our understanding of the human nervous system and the evolution of the human brain.
Section Reference: Evolution and the Nervous System
LABELLING QUESTION
588. Label the structures indicated on the neuron.
Dendrites
Cell body
Axon
Axon terminal
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: Describe the two major types of cells in the nervous system and describe the primary functions of each.
Section Reference: How Does the Nervous System Work?
589. Label the following parts on the diagram of the brain.
Hypothalamus
Pituitary gland
Amygdala
Hippocampus
Pons
Brainstem
Cerebellum
Reticular Formation
Substantia Nigra
Thalamus
Difficulty: Medium
Bloomcode: Knowledge
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
590. Label the four lobes of the brain.
Frontal lobe
Parietal lobe
Occipital lobe
Temporal lobe
Difficulty: Easy
Bloomcode: Knowledge
Learning Objective: List key structures of the brain and describe their relationships to our behaviour.
Section Reference: Structures of the Brain
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